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題 名 | 融入社會網路感知與同儕協助於自我調整學習系統之研究=The Investigation of Integrating Social Network Awareness and Peer Assistances into the System of Self-regulated Learning |
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作 者 | 林建偉; 莊育詩; 呂慈恩; | 書刊名 | 健行學報 |
卷 期 | 33:3 2013.07[民102.07] |
頁 次 | 頁87-101 |
分類號 | 521.12 |
關鍵詞 | 社會網路感知; 同儕協助; 自我調整學習; 學習鷹架; 線上評量; Social network awareness; Peer assistance; Self-regulated learning; Learning scaffolding; Online assessment; |
語 文 | 中文(Chinese) |
中文摘要 | 現有的自我調整學習系統多著重在提供學習者為中心的環境。這些系統讓每 位學生獨自經歷以下階段,包括:自行設定學習目標與計畫、完成學習任務、自 我檢討與自我反思。目的是藉由重複地循環這些階段以訓練學生的自我調整學習 行為。然而,由於在過程中沒有外在支持或同儕協助,學生在經歷幾次循環之後, 往往不易堅持下去完成這些階段,影響訓練與學習成效。本研究利用社會網路感 知來支持自我調整學習的訓練。藉由了解同儕的社會、知識與學習活動脈絡來促 進彼此溝通機會,並透過相互協助做為學習的鷹架,來維持學生的學習動機,提 升訓練效果。本文進一步比較所提出的自我調整學習系統(實驗組)與傳統的自我 調整學習系統(對照組)。結果顯示,實驗組與對照組在期中考成績上,並無顯著 差別;且兩組在期中考前,學生的總登入次數與總停留時間,也並無顯著差別。 然而,實驗組的期末考成績顯著高於對照組,且在期中考與期末考期間,實驗組 學生的總登入次數與總停留時間也都顯著高於對照組。最後再經由觀察實驗組內 的同儕互動情形,可以看出所提出的方法的確有助於提升訓練與學習成效。 |
英文摘要 | Most existing systems of self-regulated learning focus on the provision of leaner-centered environment. These systems leave students alone to experience the following stages, including self-setting learning goals and plans, performing learning tasks, self-reviewing and self-reflection. The aim is to train student behavior of self-regulated learning though cycling these stages repeatedly. However, without external supports or peer assistances during the process, a student often hardly persists in carrying on these stages after experiencing several cycles. Thus, this affects the training and learning effectiveness. This research uses social network awareness to support the training of self-regulated learning. This work maintains student learning motivation and improves training effectiveness by being aware of peer contexts of social, knowledge and learning activity to promote the opportunity of peer communication and using peer assistance as learning scaffolding. This paper further compares the proposed system of self-regulated learning (experiment group) with the traditional system of self-regulated learning. The results show that there is no significant difference on midterm score between experiment group and control group. Before midterm, both groups have no significant differences on student total access time and total retention time. However, the mean score of final term of experiment group is significantly higher than that of control group. During the period between midterm and final term, both means of student total access time and total retention time of experiment group are significantly higher those of control group. Finally, through observing peer interactions inside the experiment group, the proposed method, indeed, is conducive to improve training and learning effectiveness. |
本系統中英文摘要資訊取自各篇刊載內容。