博碩士論文 106554018 詳細資訊




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姓名 林芷嫺(Chih-hsien Lin)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 整合認知師徒制與共同規律學習的混成學習對大學生電腦相關問題解決能力、學習動機及網路學習經驗之影響:以「辦公室應用」課程為例
(The effects of cognitive apprenticeship and co-regulated learning on improving students’ computer problem-solving skills, learning motivation, and experience of online learning: A quasi experiment in ‘Applied Information Technology: Office Software’ course)
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摘要(中) 從 2019 年底開始, COVID-19 於全球快速傳播,許多學校、教育機構正在推行、採用網路教學的方式上課,本研究在此環境中採用網路教學,於一必修之電腦技能課程中採用採用認知師徒制(cognitive apprenticeship, CA)與共同規律學習(co-regulated learning, CRL)的教學方法,以改善學生的電腦相關問題解決能力、學習動機及網路學習經驗;本研究的參與對象為台灣北部某私立大學非資訊相關科系一年級的學生,共有四個班級。本研究授課模式包括面對面授課以及網路授課,並於學期中的第 11 週及第 17 週讓學生參加相關電腦證照的檢定考試,透過其檢定成績以分析學生之電腦技能,並透過發放問卷的方式,探討採用認知師徒制與共同規律學習對學生的學習動機以及網路學習經驗的影響。經過一學期的教學實驗,研究結果發現採用認知師徒制能顯著提升學生的電腦技能;然而,採用共同規律學習無法改善學生的電腦相關問題解決能力、學習動機及網路學習經驗。本研究希望所設計的網路教學方法及課程設計,可供未來的教師在推行網路教學、翻轉教室時作為參考。
摘要(英) Since late 2019, COVID-19 has spread rapidly around the world. As a result, many schools and educational institutions are implementing and adopting online teaching methods. This study makes use of online teaching in this environment and adopts it for use in a required computer skills course with cognitive apprenticeship (CA) and co-regulated learning (CRL) teaching methods to improve students’ computing skills, learning motivation, and experience of online learning. The subjects of this study are first-year students of a non-information-related department at a private university in northern Taiwan. A total of four classes comprising 111 students participated in the research. The CA and CRL group (C1, n=24) concurrently received CA and CRL treatments; the CA and non-CRL group (C2, n=25) received only the CA teaching method, and the non-CA and CRL group (C3, n=40) only the teaching method of CRL. The non-CA and non-CRL group (C4, n=22) served as the control group. The results show that the use of CA can significantly improve students’ computer skills; however, the expected effects of CRL were not found in this study. It is hoped that the online teaching method and curriculum design can be used as a reference for teachers when implementing future online teaching and flipped classrooms.
關鍵字(中) ★ 認知師徒制
★ 共同規律學習
★ 電腦相關問題解決能力
★ 學習動機
★ 網路學習經驗
關鍵字(英) ★ cognitive apprenticeship
★ co-regulated learning
★ computer skills
★ learning motivation
★ experience of online learning
論文目次 摘要…………………………………………………………………………………………………………………………………………ⅰ
Abstract……………………………………………………………………………………………………………………………ⅱ
致謝………………………………………………………………………………………………………………………………………ⅲ
目錄………………………………………………………………………………………………………………………………………ⅳ
表目錄…………………………………………………………………………………………………………………………………ⅵ
圖目錄…………………………………………………………………………………………………………………………………ⅶ
第一章 緒論…………………………………………………………………………………………………………………………1
第一節 研究背景與動機…………………………………………………………………………………………………1
第二節 研究目的………………………………………………………………………………………………………………5
第三節 研究問題………………………………………………………………………………………………………………6
第四節 名詞解釋………………………………………………………………………………………………………………7
第五節 研究範圍與限制…………………………………………………………………………………………………9
第二章 文獻探討……………………………………………………………………………………………………………10
第一節 認知師徒制………………………………………………………………………………………………………10
壹、認知師徒制的理論基礎………………………………………………………………………………………10
貳、認知師徒制的效果…………………………………………………………………………………………………11
參、小結………………………………………………………………………………………………………………………………13
第二節 共同規律學習…………………………………………………………………………………………………14
壹、共同規律學習的理論基礎…………………………………………………………………………………14
貳、共同規律學習的效果……………………………………………………………………………………………16
參、小結………………………………………………………………………………………………………………………………17
第三節 電腦技能……………………………………………………………………………………………………………18
壹、電腦技能的定義……………………………………………………………………………………………………18
貳、電腦技能的重要性………………………………………………………………………………………………18
第四節 學習動機……………………………………………………………………………………………………………20
壹、學習動機的定義……………………………………………………………………………………………………20
貳、學習動機的重要性………………………………………………………………………………………………20
第五節 網路學習經驗…………………………………………………………………………………………………22
壹、網路學習經驗的定義……………………………………………………………………………………………22
貳、網路學習經驗的重要性………………………………………………………………………………………22
第三章 研究方法……………………………………………………………………………………………………………23
第一節 研究設計……………………………………………………………………………………………………………23
第二節 研究對象……………………………………………………………………………………………………………25
第三節 課程設計……………………………………………………………………………………………………………26
第四節 實驗設計與程序………………………………………………………………………………………………27
壹、認知師徒制的教學方法………………………………………………………………………………………30
貳、共同規律學習的教學方法…………………………………………………………………………………34
第五節 資料來源及蒐集程序……………………………………………………………………………………38
壹、量化資料……………………………………………………………………………………………………………………38
貳、質化資料……………………………………………………………………………………………………………………39
第六節 本課程中之教學網站……………………………………………………………………………………41
第四章 研究結果……………………………………………………………………………………………………………42
第一節 前測分析結果…………………………………………………………………………………………………42
第二節 後測分析結果…………………………………………………………………………………………………44
壹、量化資料分析…………………………………………………………………………………………………………44
貳、質化資料分析…………………………………………………………………………………………………………56
第五章 討論……………………………………………………………………………………………………………………60
第一節 採用認知師徒制對於學生學習的影響…………………………………………………60
第二節 採用共同規律學習對於學生學習的影響……………………………………………62
第六章 結論與建議………………………………………………………………………………………………………64
第一節 研究結論……………………………………………………………………………………………………………64
壹、 採用認知師徒制的效果……………………………………………………………………………………64
貳、 採用共同規律學習的效果………………………………………………………………………………64
第二節 研究貢獻……………………………………………………………………………………………………………66
第三節 欲採用認知師徒制與共同規律學習教學策略的建議……………………68
第四節 未來研究的建議………………………………………………………………………………………………70
第五節 研究限制……………………………………………………………………………………………………………71
參考文獻………………………………………………………………………………………………………………………………73
附錄………………………………………………………………………………………………………………………………………87
附錄一:學習動機量表…………………………………………………………………………………………………87
附錄二:網路學習經驗量表………………………………………………………………………………………90
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指導教授 吳穎沺(Ying-Tien Wu) 審核日期 2021-7-14
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