亞卓市夫子進修館的前自調學習; Pre-Self-regulated learning in Fu-Tzu web-based environment

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Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/8852

Title:	亞卓市夫子進修館的前自調學習;Pre-Self-regulated learning in Fu-Tzu web-based environment
Authors:	高柏凱;Po-Kai Kao
Contributors:	資訊工程研究所
Keywords:	自調學習;網路學習平台;進修館;self-regulated learning;Fu-Tzu Learning Workshop;Web-based environment
Date:	2004-06-30
Issue Date:	2009-09-22 11:36:19 (UTC+8)
Publisher:	國立中央大學圖書館
Abstract:	亞卓市夫子進修館系統發展穩定，目前已成為亞卓市各系統中第一個非營利的網路學習平台。在課程收費的情況下，學習者對於課程品質與系統功能更加要求；系統不再是單純提供網路進修研習的環境與課程，更希望能增進學習者的學習效率，以及輔助學習者領取研習時數。本研究於進修館中設計了一套自調學習引導系統，因為首度在自調學習當中設計出引導的動作，因此稱之為前自調學習，日後將引導抽離之後，便能成為真正的自調學習。希望能套過這套系統的運作，達到引導學習者以自調學習的方式參與網路進修研習課程。以及運用此系統的各功能，改善目前進修館所面臨的問題。經由一屆進修館課程的實際測試，全體學習者的研習機制通過比率比以往課程高接近10個百分比，其中以新生與過去表現不佳的學習者進步最多，因此可說明自調學習引導系統的上線與運作方式，確實帶給進修館正面的影響。但美中不足的發現對過去表現優良的學習者無法再提升其學習表現，因此以問卷與自調學習達成評估分析出各功能的優缺點，並歸納出如何在後續研究中將優點發揚光大，以及將缺點改進之方法。 "Fu-Tzu Learning Workshop" is a Web-based learning environment for all teachers of elementary and junior high school to enhance their professional and technology abilities. Among all sub-systems in EduCities, it is also the first course system that learners have to pay. Therefore, participants request higher quality of courses and more feasible functions of system. Fu-Tzu Learning Workshop does not only provide a training environment and programs, but also assist the learner to achieve the high learning performance. This research designs a pre-self-regulated learning system to prepare learners to be real self-regulated learners. To foster self-regulated leaning in a Web-based environment, this study adds the "guidance" factor which assists the procedures of self-regulated learning. The pre self-regulated learning system contains several characteristics of self-regulated learning, i.e. resource management, goal-setting, scheduling and self-monitoring by developing a study-assisting agent to constantly provide learners with their learning status, progress, and the advice of how to achieve their learning goals successfully. After the implementation, this research successfully increases 10 percent of pass-rate when comparing with the ex-programs. In the future, we hope to remove the "guidance" factor and train participants to be independent self-regulated learners—learners who decide what they want to learn, what goals they want to attain, and what strategies they want to use on their own.
Appears in Collections:	[Graduate Institute of Computer Science and Information Engineering] Electronic Thesis & Dissertation

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