學習歷程檔管理與分析之實徵研究 ; A Case Study of analysis and management in e-portfolio

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Title:	學習歷程檔管理與分析之實徵研究;A Case Study of analysis and management in e-portfolio
Authors:	黃正旭;Cheng-hsu Huang
Contributors:	資訊工程研究所
Keywords:	學習歷程檔;學習動機;學習成效;滿意度;學習行為;e-Portfolio;learning motivation;learning outcom
Date:	2010-05-27
Issue Date:	2010-12-09 13:48:44 (UTC+8)
Publisher:	國立中央大學
Abstract:	情境學習理論裡，教育學者認為科學的學習內容要能與學習者的生活產生關聯，讓學習者在真實的學習情境中，透過與他人協同合作之學習或與環境之互動下作觀察與分析之思考活動，並在教師的指導下建構知識。再者，從建構主義之觀點來看，其主要精神所強調的乃是知識的形成是認知主體主動之建構，而非被動之接受，此外也同時強調知識是個人與他人經由不斷對話與社會協商的共識演化而成；然而就現階段的數位化學習之研究上，大部份都鎖定在e-learning的網路平台上去進行相關的研究，但對於探討個人化之學習歷程之實徵研究卻相當希少，因此對於e-learning平台上之學習歷程之相關研究而言，仍無法滿足教育學者所提出的情境理論與建構主義之實現。因此，本研究藉由知識工程與軟體工程相關技術之應用來實現一個人化的學習歷程管理與分析機制，提供學習者將所觀察到的人事物予以記錄到個人的學習歷程檔案平台上，並使學習者能從所補捉到的情境中去進行反思，進而體認出知識的內涵與意義，以促使學習者達成自我內化的經驗為主要的目的。基於e-Portfolio所強調的自我反思與主動投入之精神，使得e-Portfolio對於學習者之學習行為、學習動機、滿意度、與學習成效都有研究之價值面，因此對於學習者都有相當重要性與影響性，尤其是在教育的實踐上更為重要，因此本研究將朝向學習行為、學習動機、滿意度與學習成效，四大研究構面來進行e-Portfolio的整體研究。在技術方面，本研究試圖應用知識工程技術於e-portfolio中，建構一個提供學習者自我管理與監督機制，記錄學習者的各項學習活動與學習成果。在滿意度研究方面，融入了學習夥伴推薦機制與知識推薦機制於e-Portfolio之中，並結合科技接受模式與資訊系統成功模式來衡量e-Portfolio系統的滿意度；在學習行為研究方面，透過此一機制去瞭解自己的知識建構過程與在e-Portfolio之學習行為模式；在學習動機研究方面，導入自我調整學習理論中的後設認知策略與目標導向理論，用以輔導學習者建立後設認知的能力，並藉此來觀察學習者使用e-portfolio的動機模式；在學習成效研究方面，將自我反思與自我學習自我評量納入到e-Portfolio的評量標準，以期了解學習者在e-Portfolio的學習成效之表現。In situated learning theory, education scholars believe that science learning content should be able to have a connection with learners’ lives so that learners can conduct thinking activities such as observation and analysis through collaborative learning or environment interaction and construct knowledge under instructors’ guidance in a virtual learning situation. In addition, from the perspective of constructivism, the main essence is that the knowledge formation needs to be actively constructed by cognitive subjects but not passively accepted. Moreover, knowledge is evolved from constantly conversation and common sense of social coordination between individuals and others. However, most of the present studies of digital learning focus on conducting related research on e-learning internet platforms, but relatively few empirical studies on exploring personalized portfolios. As a result, the related studies on portfolios in e-learning platforms are still unable to accomplish the situated theory and constructivism brought out by education scholars. Therefore, in our study, we try to accomplish a personalized portfolio management and analysis mechanism by the application of related technologies of knowledge engineering and software engineering so that learners can use this e-Portfolio platform to record people, events, and things they observe, to conduct reflection from those situations, and further to experience the intrinsic nature and meaning of knowledge. The main purpose is to promote learners to achieve the internalization of personal experience. The spirits of self-reflection and active involvement that e-Portfolio emphasizes make it worth of being studied on different aspects such as learners’ learning behavior, learning motivation, satisfaction and learning outcomes, and therefore is quite important and influential to learners, especially on the practice of education. As a result, we aim to conduct a holistic research on e-Portfolio by four research constructs, learning behavior, learning motivation, satisfaction and learning outcome. In the aspect of technology, our study tries to apply knowledge engineering to e-Portfolio in order to build a mechanism that allows learners to conduct self-management and self-supervision, and record their learning activities and outcomes. In the aspect of satisfaction, we incorporate learning-partner-recommendation mechanism and knowledge-recommendation mechanism in e-Portfolio. In addition, we combine the technology acceptance model and the information system success model to measure users’ satisfaction level toward the e-Portfolio system. In the aspect of learning behavior, learners can understand their own knowledge construction process and their learning behavior models in e-Portfolio. In the aspect of learning motivation, we introduce metacognitive strategies and the goal-orientation theory of the self-regulated learning theory in order to guide students to build up their metacognitive abilities and observe learners’ motivation models in using e-Portfolio. In the aspect of learning outcome, we add self-reflection, self-learning and self-assessment into e-Portfolio’s scoring rubric in order to understand learners’ learning outcomes in e-Portfolio.
Appears in Collections:	[Graduate Institute of Computer Science and Information Engineering] Electronic Thesis & Dissertation

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