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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=Effects of an Online Annotation-Based Dance Performance Commenting Approach on Students' Feedback to Peers |
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作者 | 夏綠荷; 黃意雯; 黃國禎; 魏正; Hsia, Lu-ho; Huang, I-wen; Hwang, Gwo-jen; Wei, Cheng; |
期刊 | 大專體育學刊 |
出版日期 | 20150600 |
卷期 | 17:2 2015.06[民104.06] |
頁次 | 頁169-188 |
分類號 | 976 |
語文 | chi |
關鍵詞 | 動作學習; 動作表現; 反思; Motor learning; Motor performance; Reflection; |
中文摘要 | 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。 |
英文摘要 | 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. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。