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題名：混成課程設計結合機器人創客教育應用於合作學習課程之實踐與成效：學習參與度之中介效果
書刊名：嶺東通識教育研究學刊
作者：胡依嘉
作者(外文)：Hu, Yee-chia
出版日期：2022
卷期：9:3
頁次：頁103-145
主題關鍵詞：混成課程設計；學習參與度；合作力；機器人創客教育；微課程；Blended-learning course-design；Learning-engagement；Robotic maker-education；Cooperation；Micro-courses
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  • 共同引用共同引用:111
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期刊論文
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2.林建良、黃台珠、莊雪華、趙大衛(20130900)。發展一延伸性CIPP課程評鑑模式運用於高瞻計畫課程--以高中機器人課程為例。科學教育學刊，21(3)，237-262。new window  延伸查詢new window
3.施能木(2009)。樂高組件對國小學童學習生活科技課程「簡單機械」單元之影響研究。生活科技教育月刊，42(2)，3-26。  延伸查詢new window
4.Zhao, C. M.、Kuh, G. D.(2004)。Adding value: Learning communities and student engagement。Research in Higher Education，45，115-138。  new window
5.Chen, Yunglung、Wang, Yuping、Kinshuk、Chen, Nian-Shing(2014)。Is FLIP enough? Or should we use the FLIPPED model instead?。Computers & Education，79，16-27。  new window
6.Wu, Jen-Her、Tennyson, Robert D.、Hsia, Tzyh-Lih(2010)。A study of student satisfaction in a blended e-learning system environment。Computers & Education，55(1)，155-164。  new window
7.Halverson, Erica R.、Sheridan, Kimberly M.(2014)。The maker movement in education。Harvard Educational Review，84(4)，495-504。  new window
8.戴文雄、王裕德、王瑞、陳嘉苓(20160300)。翻轉教學式合作學習對生活科技實作課程學習成效影響之研究。科學教育學刊，24(1)，57-88。new window  延伸查詢new window
9.Kuh, George D.(2009)。The national survey of student engagement: Conceptual and empirical foundations。New Directions for Institutional Research，2009(141)，5-20。  new window
10.Quin, D.(2017)。Longitudinal and contextual associations between teacher-student relationships and student engagement: A systematic review。Review of Educational Research，87(2)，345-387。  new window
11.吳清山、林天祐(2004)。體驗學習。教育研究月刊，126，151-152。  延伸查詢new window
12.楊現民、李冀紅(2015)。創客教育的價值潛能及其爭議。現代遠程教育研究，2015(2)，23-34。  延伸查詢new window
13.王為國(20160200)。體驗學習在綜合活動學習領域之運用。臺灣教育評論月刊，5(2)，58-63。  延伸查詢new window
14.張玉山(20180200)。STEAM Maker跨域整合，實踐12年國教。臺灣教育評論月刊，7(2)，1-5。  延伸查詢new window
15.楊孟山、林宜玄(20180200)。Maker教育理論與實踐。臺灣教育評論月刊，7(2)，29-38。  延伸查詢new window
16.Boelens, Ruth、De Wever, Bram、Voet, Michiel(2017)。Four key challenges to the design of blended learning: A systematic literature review。Educational Research Review，22，1-18。  new window
17.Aslan S.、Reigeluth, C. M.(2016)。Examining the challenges of learner-centered education。Phi Delta Kappan，97(4)，63-68。  new window
18.趙貞怡(20130600)。原住民學童在電腦樂高機器人課程中的創造力與團隊合作能力。教育實踐與研究，26(1)，33-62。new window  延伸查詢new window
19.Costa, C.、Alvelos, H.、Teixeira, L.(2012)。The use of Moodle e-learning platform: A study in a Portuguese university。Procedia Technology，5，334-343。  new window
20.宋曜廷、潘佩妤(20101200)。混合研究在教育研究的應用。教育科學研究期刊，55(4)，97-130。new window  延伸查詢new window
21.洪嘉駿、施昆易、王淑卿、董曜瑜、王國華(20180600)。一個混成式案例教學模式應用於非正式科學師資培育之成效：由學習參與和學習感受觀點。科學教育學刊，26(2)，171-196。new window  延伸查詢new window
22.方俊為(20180200)。創客教育在學校面的推動--以新北市福營國中推動案例作為分享。臺灣教育評論月刊，7(2)，148-150。  延伸查詢new window
23.張堯婷、汪殿杰、吳致娟、黃鈴惠(20171200)。108課綱之系統思考與問題解決核心素養融入於探究實作及創客教育活動。中等教育，68(4)，141-151。new window  延伸查詢new window
24.Law, Kris M. Y.、Geng, Shuang、Li, Tongmao(2019)。Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence。Computers & Education，136，1-12。  new window
25.許金田、曹文瑜(20140900)。海外留學跨文化經驗對自我效能與未來機會展望的影響：人格特質的調節效果。人力資源管理學報，14(3)，63-90。new window  延伸查詢new window
26.Fu, Yunling(2019)。A "maker education + SPOC" teaching model for college political economics courses。International Journal of Emerging Technologies in Learning，14(3)，139-150。  new window
27.Nikou, Stavros A.、Economides, Anastasios A.(2018)。Mobile-Based micro-Learning and Assessment: Impact on learning performance and motivation of high school students。Journal of Computer Assisted Learning，34(3)，269-278。  new window
28.Howard, J. M.、Scott, A.(2017)。Any time, any place, flexible pace: Technology-enhanced language learning in a teacher education program。Australian Journal of Teacher Education，42(6)，51-68。  new window
29.邱麗家、林淑慧、黃能堂(20120700)。內部稽核人員人格特質、成就動機與工作滿意度關係之研究。勞資關係論叢，14(1)，66-98。  延伸查詢new window
30.田耐青(19990400)。由「電腦樂高」談新世紀的學習：一個「科技支援之建構學習環境」實例。教學科技與媒體，44，24-35。new window  延伸查詢new window
31.Rasheed, Rasheed Abubakar、Kamsin, Amirrudin、Abdullah, Nor Aniza(2020)。Challenges in the online component of blended learning: A systematic review。Computers & Education，144，(103701)1-(103701)17。  new window
32.楊朝陽、康仕仲、陳彥甫、林喬茵、王嫊淩、林怡萱(20181200)。以「設計導向學習」模式初探智齡設計課程。科學教育學刊，26(特刊)，399-418。new window  延伸查詢new window
33.Hu, Yee-Chia(2018)。Developing a FLIPPED-ACTION model in a language-teaching internship program。International Journal of Learning and Teaching，4(1)，25-31。  new window
34.林凱胤(20150900)。從學習風格和科技接受模式看混成式評量策略融入教學。中等教育，66(3)，138-156。new window  延伸查詢new window
35.Yin, H. B.、Ke, Z.(2017)。Students' course experience and engagement: An attempt to bridge two lines of research on the quality of undergraduate education。Assessment and Evaluation in Higher Education，42(7)，1145-1158。  new window
36.Wright, G. B.(2011)。Student-centered learning in higher education。International Journal of Teaching and Learning in Higher Education，23(1)，92-97。  new window
37.Shohel, M. M. C.、Cann, R.、Atherton, S.(2020)。Enhancing student engagement using a blended learning approach: Case studies of first-year undergraduate students。International Journal of Mobile and Blended Learning，12(4)，51-68。  new window
38.Serrano, D. R.、Dea‐Ayuela, M. A.、Gonzalez‐Burgos, E.、Serrano‐Gil, A.、Lalatsa, A.(2019)。Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning。European Journal of Education，54(2)，273-286。  new window
39.Kintu, M. J.、Zhu, C.、Kagambe, E.(2017)。Blended learning effectiveness: the relationship between student characteristics, design features and outcomes。International Journal of Educational Technology in Higher Education，14(7)，1-20。  new window
40.Kuh, G. D.(2016)。Making learning meaningful: Engaging students in ways that matter to them。New Directions for Teaching and Learning，145，49-56。  new window
41.Kaur, M.(2013)。Blended learning: Its challenges and future。Procedia: Social and Behavioral Sciences，93，612-617。  new window
42.Horvat, A.、Dobrota, M.、Krsmanovic, M.、Cudanov, M.(2015)。Student perception of Moodle learning management system: a satisfaction and significance analysis。Interactive Learning Environments，23(4)，515-527。  new window
43.Gao, B. W.、Jiang, J.、Tang, Y.(2020)。The effect of blended learning platform and engagement on students' satisfaction: the case from the tourism management teaching。Journal of Hospitality, Leisure, Sport & Tourism Education，27，1-11。  new window
44.Fisher, R.、Perényi, A.、Birdthistle, N.(2018)。The positive relationship between flipped and blended learning and student engagement, performance and satisfaction。Active Learning in Higher Education，22(2)，97-113。  new window
45.Eom, S. B.、Ashill, N. J.(2016)。The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Update。Decision Sciences Journal of Innovative Education，14(2)，185-215。  new window
46.Chikkamath, S.、Shet, R.、Praveen, P.、Nalini, C. I.、Kotturshettar, B. B.(2020)。Effective utilization of maker space for facilitating product-realization course。Journal of Engineering Education Transformations，33(3)，37-42。  new window
47.Chambers, J.、Carbonaro, M.(2003)。Designing, developing, and implementing a course on LEGO robotics for technology teacher education。Journal of Technology and Teacher Education，11(2)，209-241。  new window
48.Castledine, A. R.、Chalmers, C.(2011)。LEGO Robotics: An authentic problem solving tool?。Design and Technology Education，16(3)，19-27。  new window
49.王同聚(2015)。「微課導學」教學模式構建與實踐--以中小學機器人教學為例。中國電化教育，2015(2)，112-117。  延伸查詢new window
50.王娟、胡來林、安麗達(2017)。國外整合STEM的教育機器人課程案例研究--以卡耐基梅隆大學機器人學院ROBOTC課程為例。現代教育技術，27(4)，33-38。  延伸查詢new window
51.Caci, B.(2020)。The effectiveness of using LEGO® robotics kits as cognitive and social rehabilitative toys。International Journal of Entertainment Technology and Management，1(1)，34-42。  new window
52.Benlahcene, A.、Lashari, S.、Lashari, T.、Shehzad, M.、Deli, W.(2020)。Exploring the perception of students using student-centered learning approach in a Malaysian public university。International Journal of Higher Education，9(1)，204-217。  new window
53.Balwant, P. T.、Birdi, K.、Stephan, U.、Topakas, A.(2019)。Transformational instructor-leadership and academic performance: a moderated mediation model of student engagement and structural distance。Journal of Further and Higher Education，43(7)，884-900。  new window
54.Amora, J. T.、Ochoco, M. S. A.、Anicete, R. C. R.(2016)。Student engagement and college experience as the mediators of the relationship between institutional support and academic performance。Digital Journal of Lasallian Research，12，15-30。  new window
55.Alkhateeb, M. A.、Abdalla, R. A.(2021)。Factors influencing student satisfaction towards using learning management system Moodle。International Journal of Information and Communication Technology Education，17(1)，138-153。  new window
56.Afari, E.、Khine, M. S.(2017)。Robotics as an educational tool: Impact of Lego mindstorms。International Journal of Information and Education Technology，7(6)，437-442。  new window
57.劉爽、鄭燕林、阮士桂(2015)。ARCS模型視角下微課程的設計研究。中國電化教育，2015(2)，51-56。  延伸查詢new window
58.廖珮妏、黃詩茹(20210500)。探討體驗式學習在大專院校課程學習目標設定與導入效益。體驗教育學報，13，32-50。new window  延伸查詢new window
59.張文蘭、劉斌、夏小剛、萬松林(2017)。課程論視域下的創客課程設計：構成要素與實踐案例。現代遠程教育研究，2017(3)，76-85。  延伸查詢new window
60.許育嘉(20210100)。高等教育程式設計課程教學之多元化發展與變革。臺灣教育評論月刊，10(1)，68-75。  延伸查詢new window
61.郭建鵬、計國君(2019)。大學生學習體驗與學習結果的關係：學生投入的仲介作用。心理科學，42(4)，868-875。  延伸查詢new window
62.黃麗虹(2020)。創客教育理念融入開放大學教學實踐探索--以開放大學高等數學教學為例。創新創業理論研究與實踐，3(4)，3-5。  延伸查詢new window
63.周麗華、李曉文(2017)。學習自主性與學業成績的關係：參與度的仲介。杭州師範大學學報，2017(5)，470-475。  延伸查詢new window
64.林旻融(20160400)。高職實習課程實施創客教學之研究--以機械科為例。臺灣教育評論月刊，5(4)，143-148。  延伸查詢new window
65.肖靜、余穎、張道海(2013)。立足機器人競賽促進創新訓練與實踐教學改革。東華理工大學學報（社會科學版），32(2)，189-192。  延伸查詢new window
66.López-Pérez, M. V.、Pérez-López, M. C.、Rodríguez-Ariza, L.(2011)。Blended learning in higher education: Students' perceptions and their relation to outcomes。Computers & Education，56(3)，818-826。  new window
會議論文
1.Souza, I. M. L.、Andrade, W. L.、Sampaio, L. M. R.、Araujo, A. L. S. O.、Araujo, S. O. A.(2018)。A systematic review on the use of LEGO® robotics in education。2018 IEEE Frontiers in Education Conference，1-9。  new window
圖書
1.Nunan, D.(2004)。Research Methods in language Learning。Cambridge：Cambridge University Press。  new window
2.Keller, J. M.(2009)。Motivational design for learning and performance: The arcs model approach。New York：Springer。  new window
3.Papert, S.(1990)。Introduction: Constructionist learning。Cambridge, MA：MIT Media Laboratory。  new window
4.Papert, S.(1980)。Mindstorms: Children, computers, and powerful ideas。New York, NY：Basic Books。  new window
5.黃國禎(2016)。翻轉教室：理論、策略與實務。高等教育出版社。  延伸查詢new window
6.Hatch, Mark(2014)。The Maker Movement Manifesto。New York：McGraw-Hill。  new window
7.Gardner, H. E.(2011)。Frames of mind: The theory of multiple intelligences。Basic Books。  new window
8.Martinez, S. L.、Stager, G. S.(2013)。Invent To Learn: Making, Tinkering, and Engineering in the Classroom。Constructing Modern Knowledge Press。  new window
9.Kolb, D. A.(2015)。Experiential learning: Experience as the source of learning and development。Pearson Prentice Hall。  new window
10.Armstrong, T.(2009)。Multiple intelligences in the classroom。ASCD。  new window
11.Resnick, Mitchel、江坤山(2018)。學習就像終身幼兒園。親子天下股份有限公司。  延伸查詢new window
12.Miles, M. B.、Huberman, A. M.、Saldana, J.(2018)。Qualitative data analysis: A methods sourcebook。Sage publications。  new window
13.Rollins, M.(2014)。Beginning Lego Mindstorms EV3。Apress。  new window
14.Nash, S. S.、Rice, W.(2018)。Moodle 3E-Learning Course Development: Create highly engaging and interactive e-learning courses with Moodle 3。Packt Publishing Ltd.。  new window
15.Hoidn, S.、Klemenčič, M.(2021)。The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education。Routledge。  new window
16.林隆儀(2019)。論文寫作要領。五南。  延伸查詢new window
17.潘淑滿(2003)。質性研究：理論與應用。心理出版社。  延伸查詢new window
其他
1.智齡聯盟(20220103)。課程模組，http://www.t-edu.tw/module.html。  延伸查詢new window
圖書論文
1.Nelson, L. M.(1999)。Collaborative problem solving。Instructional-design theories and models: A new paradigm of instructional theory。Mahwah, NJ：Erlbaum Associates。  new window
2.Singh, H.(2021)。Building effective blended-learning programs。Challenges and Opportunities for the Global Implementation of E-Learning Frameworks。IGI Global。  new window
3.Duraisingh, L. D.(2021)。Promoting engagement, understanding and critical awareness。The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education。Routledge。  new window
 
 
 
 
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