博碩士論文 110554001 詳細資訊




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姓名 鄭毓雯(Yu-Wen Cheng)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 專題導向學習與調節學習儀表板應用於資料視覺化在職課程
(Applying Project-Based Learning and Self-regulated Learning Dashboard for Data Visualization Course in Continuing Education)
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摘要(中) 隨著資訊科技發展與大數據時代的到來,培養學生具備資訊素養、邏輯思維等關鍵核心能力逐漸成為趨勢,資料視覺化能力亦成為職場中必備的數據分析技能之一。本研究結合專題導向之社會調節學習模式,以視覺化數據分析軟體進行實作任務,並導入線上討論平台、數位學習平台及視覺化儀表板工具,藉以提升學習成就及自我調節能力。
本研究對象為臺灣北部某國立大學資料視覺化在職課程之二十七名在職學生。在實驗前以測驗及量表瞭解學生的知識背景;課程實施中觀察學生課堂與線上的學習歷程;課程結束後再實施後測。實驗為期十八週,每週以實體課程為主結合線上討論進行小組任務。學生除個人學習外,另以小組方式進行合作學習;線上部份依各週所設計之任務,提供學生相關內容進行討論,並在隔週課堂上分享,而在期末需完成一個小組專題作品。本研究採用質化與量化混合研究法,量化部份以統計方法分析測驗及量表資料,而質化部份以行為序列分析及認知網絡分析線上討論平台內容。
本研究發現以下結果:(1)結合專題導向之社會調節學習模式對學生學習成就有顯著提升(2)學生在自我調節面向中「目標設定」有顯著進步,表示對學生最有幫助(3)社會調節表現良好之學生其關鍵能力及自我調節能力表現良好(4)自我調節高分組之學生在小組討論中表現出「目標設定」的行為(5)相較於單一職業別之小組,多元職業別之小組的學習成就進步幅度高(6)學生對科技輔助工具、調節學習儀表板表現出良好的滿意度。本研究所使用之教學策略對未來調節領域的研究有實質貢獻,並證實導入專題導向學習的課程設計可以讓學生深入瞭解專業知識。
摘要(英) With the advancement of information technology in the big data era, fostering students′ information literacy, logical thinking, critical core competencies, and data visualization skills have become a growing trend in education. This research combines a project-based social regulation learning model, utilizing data visualization software for practical tasks, and integrates online discussion platforms, digital learning platforms, and visualization dashboards to enhance learning achievements and self-regulation abilities.
The study focuses on 27 in-service students enrolled in a data visualization course at a national university in Northern Taiwan. Before the instructional experiment, the students′ knowledge background is assessed through tests and questionnaires. During the course, the students′ learning processes in both face-to-face and online settings are observed, followed by a post-test after the course. The 18-week course involves weekly face-to-face sessions primarily for collaborative group tasks supported by online discussions. Students engage in individual learning and work in groups, with online discussions providing relevant content for the weekly tasks, which they share during the subsequent face-to-face sessions. A final group project is required at the end of the course. This research adopts a mixed-methods approach, combining quantitative analysis of test and questionnaire data using statistical methods and qualitative analysis of online discussion platform content using behavior sequence analysis and cognitive network analysis.
The research findings indicate the following: (1) Integrating project-based social regulation learning model significantly improves students′ learning achievements; (2) Students show significant progress in the "goal-setting" aspect of self-regulation, which proves to be most beneficial for them; (3) Students who perform well in social regulation also exhibit better performance in crucial competencies and self-regulation abilities; (4) Students in the high-scoring self-regulation group demonstrate more "goal-setting" behaviors during group discussions; (5) Learning achievements significantly improve in groups with diverse occupational backgrounds compared to groups with single occupational backgrounds; (6) Students display high satisfaction with technology-assisted tools and self-regulation dashboards. The instructional strategies employed in this research contribute significantly to the field of self-regulation research and validate the effectiveness of integrating project-based learning to deepen students′ understanding of professional knowledge.
關鍵字(中) ★ 資料視覺化
★ 社會調節
★ 電腦輔助合作學習
★ 專題導向學習
★ 視覺化儀表板
關鍵字(英) ★ Data Visualization
★ Social Regulation
★ Computer-supported Collaborative Learning
★ Project-based Learning
★ Visualization Dashboard
論文目次 中文摘要 ..................................................................................................................................... i Abstract ....................................................................................................................................... ii 致謝 ........................................................................................................................................... iv 目錄 ............................................................................................................................................ v 圖目錄 ....................................................................................................................................... ix 表目錄 ........................................................................................................................................ x 一、緒論 .................................................................................................................................... 1 1-1 研究背景與動機 ............................................................................................................ 1 1-2 研究目的 ........................................................................................................................ 3 1-3 研究問題 ........................................................................................................................ 3 1-4 名詞解釋 ........................................................................................................................ 4 二、文獻探討 ............................................................................................................................ 5 2-1 資料視覺化 .................................................................................................................... 5 2-1-1 資料視覺化 ............................................................................................................. 5 2-1-2 資料視覺化相關研究 ............................................................................................. 5 2-2 學習分析 ........................................................................................................................ 6 2-2-1 學習分析 ................................................................................................................. 6 2-2-2 學習分析相關研究 ................................................................................................. 8 2-2-3 學習分析儀表板 ..................................................................................................... 8 2-3 認知網絡分析 .............................................................................................................. 10 2-3-1 認知網絡分析 ....................................................................................................... 10 2-3-2 認知網絡分析相關研究 ....................................................................................... 11 2-4 電腦輔助合作學習 ...................................................................................................... 12 2-4-1 合作學習 ............................................................................................................... 12 2-4-2 電腦輔助合作學習 ............................................................................................... 13 2-4-3 電腦輔助合作學習相關研究 ............................................................................... 13 2-5 專題導向學習 .............................................................................................................. 14 2-5-1 專題導向學習 ....................................................................................................... 14 2-5-2 專題導向學習相關研究 ....................................................................................... 16 2-5-3 專題導向學習的重要性 ....................................................................................... 17 2-6 二十一世紀關鍵能力 .................................................................................................. 17 2-6-1 二十一世紀關鍵能力 ........................................................................................... 17 2-6-2 二十一世紀關鍵能力相關研究 ........................................................................... 18 vi 2-7 調節能力 ..................................................................................................................... 19 2-7-1 自我調節 ............................................................................................................... 19 2-7-2 社會調節 ............................................................................................................... 20 三、研究方法 .......................................................................................................................... 23 3-1 研究設計 ..................................................................................................................... 23 3-2 研究對象 ..................................................................................................................... 24 3-3 研究流程 ..................................................................................................................... 25 3-4 課程設計 ..................................................................................................................... 27 3-4-1 課程教學活動 ....................................................................................................... 28 3-4-2 實作教學場域 ....................................................................................................... 29 3-5 研究工具 ..................................................................................................................... 29 3-5-1 資料視覺化能力測驗 ........................................................................................... 31 3-5-2 調節能力問卷 ....................................................................................................... 31 3-5-3 關鍵能力問卷 ....................................................................................................... 33 3-5-4 系統使用態度及開放式問題 ............................................................................... 34 3-5-5 小組討論內容 ....................................................................................................... 35 3-6 資料分析工具及方法 ................................................................................................. 36 3-6-1 問卷信度分析 ....................................................................................................... 37 3-6-2 統計檢定 ............................................................................................................... 37 3-6-3 行為序列分析 ....................................................................................................... 38 3-6-4 認知網絡分析 ....................................................................................................... 40 四、系統設計與實作 .............................................................................................................. 42 4-1 系統簡介 ..................................................................................................................... 42 4-2 系統使用架構 ............................................................................................................. 42 4-3 資料處理流程 ............................................................................................................. 42 4-4 線上討論平台介紹 ..................................................................................................... 44 4-4-1 Trello首頁 ............................................................................................................. 44 4-4-2 任務流程 ............................................................................................................... 45 4-4-3 討論功能 ............................................................................................................... 46 4-5 數位學習平台 ............................................................................................................. 48 4-5-1 EE-Class首頁 ........................................................................................................ 48 4-5-2 任務繳交及回饋 ................................................................................................... 49 4-5-3 學習紀錄 ............................................................................................................... 50 4-6 視覺化儀表板 ............................................................................................................. 51 4-6-1 個人及組別成績排行榜 ....................................................................................... 52 4-6-2 個人學習紀錄 ....................................................................................................... 52 4-7 調節階段對應的科技輔助工具 ................................................................................. 53 vii 五、研究結果 .......................................................................................................................... 55 5-1 學生學習成就、自我調節能力和關鍵能力之探究 .................................................. 55 5-1-1 學習成就之影響 ................................................................................................... 55 5-1-2 自我調節能力之影響 ........................................................................................... 56 5-1-3 關鍵能力之影響 ................................................................................................... 57 5-2 自我調節能力對學生的重要性之探究 ...................................................................... 58 5-2-1 自我調節與學習成就、社會調節之關聯性 ....................................................... 60 5-2-2 自我調節進步幅度與各能力後測之關聯性 ....................................................... 61 5-2-3 自我調節分群 ....................................................................................................... 61 5-2-4 自我調節高低對學習成就之影響 ....................................................................... 62 5-2-5 自我調節高低對關鍵能力之影響 ....................................................................... 62 5-3 關鍵能力對學生的重要性之探究 .............................................................................. 63 5-3-1 關鍵能力與學習成就、社會調節之關聯性 ....................................................... 65 5-3-2 關鍵能力進步幅度與學習成就、社會調節之關聯性 ....................................... 65 5-4 社會調節於自我調節及學習成就之關聯性探究 ...................................................... 65 5-4-1 社會調節與學習成就、自我調節、關鍵能力之關聯性 ................................... 66 5-5 探究學生之系統使用態度 .......................................................................................... 67 5-5-1 使用線上討論平台及數位學習平台之滿意度 ................................................... 67 5-5-2 使用調節學習儀表板之滿意度 ........................................................................... 67 5-6 探討學生於小組討論之行為表現 .............................................................................. 68 5-6-1 整體學生之行為序列分析 ................................................................................... 68 5-6-2 自我調節高低之行為序列轉換圖比較 ............................................................... 70 5-7 探討課堂小組間之學習成就、自我調節、關鍵能力及其行為網絡 ...................... 72 5-7-1 課堂小組之學習成就探究 ................................................................................... 72 5-7-2 課堂小組之關鍵能力探究 ................................................................................... 73 5-7-3 以認知網絡分析不同課堂小組之行為關聯 ....................................................... 74 5-8 開放式問題之探討 ...................................................................................................... 77 5-8-1 結合視覺化儀表板可增進學生瞭解學習歷程,增強學習動機 ....................... 77 5-8-2 結合專題導向學習之創新教學模式需考量學生先備知識與時間管理能力 ... 77 5-8-3 運用視覺化工具進行小組任務,達到有效的時間管理 ................................... 78 5-8-4 運用社會調節策略,達到同儕觀摩學習與自我省思。 ................................... 78 六、討論 .................................................................................................................................. 79 6-1 自我調節對學生的重要性 .......................................................................................... 79 6-2 社會調節學習模式對學習之影響 .............................................................................. 80 6-3 導入科技輔助工具對學生的幫助 .............................................................................. 81 6-4 探討課堂小組間之行為網絡 ...................................................................................... 83 七、結論 .................................................................................................................................. 85 viii 7-1 研究結論 ...................................................................................................................... 85 7-1-1 結合專題導向之社會調節學習模式對學生學習成就有顯著提升 ................... 85 7-1-2 學生在自我調節面向中「目標設定」有顯著進步,表示對學生最有幫助 ... 85 7-1-3 社會調節表現良好之學生其關鍵能力及自我調節能力表現良好 ................... 85 7-1-4 自我調節高分組之學生在小組討論中表現出「目標設定」的行為 ............... 86 7-1-5 相較於單一職業別之小組,多元職業別之小組的學習成就進步幅度高 ....... 86 7-1-6 學生對科技輔助工具、調節學習儀表板表現出良好的滿意度 ....................... 86 7-2 研究限制 ..................................................................................................................... 87 7-2-1 樣本數少 ............................................................................................................... 87 7-2-2 學生線上行為少 ................................................................................................... 87 7-2-3 ENA的限制 ........................................................................................................... 87 7-3 未來展望 ..................................................................................................................... 87 參考文獻 .................................................................................................................................. 88 附錄 .......................................................................................................................................... 97 附錄一、國立中央大學研究參與者知情同意書 .............................................................. 97 附錄二、前測問卷 .............................................................................................................. 99 附錄三、前測資料視覺化能力測驗 ................................................................................ 103 附錄四、後測問卷 ............................................................................................................ 105 附錄五、後測資料視覺化能力測驗 ................................................................................ 111 附錄六、小組任務 ............................................................................................................ 114
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指導教授 洪暉鈞(Hui-Chun Hung) 審核日期 2023-7-26
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