文學圈結合學習儀表板在專題導向學習之應 用-以書報討論課堂為例

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姓名

鄭博宇(Po-Yu Cheng) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

文學圈結合學習儀表板在專題導向學習之應用-以書報討論課堂為例
(Integration of Literature Circles with Learning Dashboards in Project-Based Learning: A Case Study of Seminar Course)

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至系統瀏覽論文 (2030-1-1以後開放)

摘要(中)

本研究透過學習儀表板及專案管理軟體，在書報討論課程上實行了一項創
新教學，並使用文學圈的方法進行討論。在課程前後，透過論文回顧測驗分析
學生在經過一整個學期後的論文回顧能力，並透過學習問卷分析專案管理能力
和學習動機上的差異，同時探討一般生及在職生的表現差異。此外，本研究設
計了三個儀表板：問題儀表板、專案管理儀表板和社會調節儀表板，並透過認
知網絡分析（Epistemic Network Analysis, ENA）探討他們對於不同儀表板的看
法差異。參加者為台灣北部某大學的研究所學生（一般生 35名，在職生 17
名）。他們被要求在書報討論的課程上，使用創新的教學方法進行學習，包括使
用專案管理軟體分配小組作業、使用文學圈的角色進行討論，並透過儀表板了
解自身的學習狀況。本研究亦融入了專題導向學習（Project-Based Learning,
PBL），這是一種強調以學生為中心的探究和實際問題解決的教學方法，從而增
強其批判性思維和問題解決能力。經過一整個學期的創新教學後，結果顯示無
論是一般生還是在職生，在論文回顧能力測驗上均有顯著進步。然在學習動機
方面，一般生在大部分面向上都有顯著進步，但在尋求協助的面向上未見顯著
進步；在職生在大部分面向上亦有進步，但在溝通與協調能力方面未見顯著進
步。這些結果揭示了一般生與在職生在創新教學後，對於課堂學習成果的不同
表現。在儀表板觀感方面，一般生與在職生在差異網絡圖上對三個不同的儀表
板顯示出差異，這些差異體現了在職生和一般生在學習需求和職業經驗上的本
質不同。綜上所述，本研究為一般生及在職生的創新教學研究提供了實質性貢
獻，並對未來的研究方向提出了討論和建議。

摘要(英)

This study implemented an innovative teaching approach in a book discussion
course through the use of learning dashboards and project management software, employing the method of literature circles for discussions. Before and after the course, a paper review test was used to analyze students′ paper review skills after a whole semester, and a learning questionnaire was used to analyze differences in project management skills and learning motivation. Additionally, the performance differences between regular students and in-service students were examined. The study designed three dashboards: a question dashboard, a project management dashboard, and a social regulation dashboard, and used Epistemic Network Analysis (ENA) to explore their differences in perception towards the different dashboards. The participants were graduate students from a university in northern Taiwan (35 regular students and 17 in-service students). They were required to use innovative teaching methods during the book discussion course, including the use of project management software to allocate group tasks, role-playing in literature circles for discussions, and understanding their learning status through dashboards. This study also integrated Project-Based Learning (PBL), which emphasizes student-centered inquiry and real-world problem-solving, to enhance their critical thinking and problem-solving skills. After a whole semester of innovative teaching, the results showed that both regular students and in-service students made significant progress in the academic review skills test. However, in terms of learning motivation, regular students showed significant improvement in most aspects, except for seeking help; in-service students also showed improvement in most aspects, but not in communication and coordination skills. These results revealed the different classroom learning outcomes for regular and in-service students after innovative teaching. Regarding dashboard perceptions, the difference network diagrams showed that regular students and in-service students had differing views on
the three different dashboards, reflecting the inherent differences in learning needs and professional experiences between the two groups. In conclusion, this study provided substantial contributions to innovative teaching research for regular and on-job students, and proposed discussions and recommendations for future research directions.

關鍵字(中)

★ 文學圈
★ 自我調節學習
★ 書報討論
★ 專案管理
★ 科技輔助學習

關鍵字(英)

論文目次

‧ 中文摘要…………………………………………………….. i
‧ Abstract……………………………………………………… ii
‧ 致謝……………………………………………………….. iv
‧ 圖目錄……………………………………………………… ix
‧ 表目錄……………………………………………………… xi

一、緒論
1-1 研究背景與動機…………………………………………. 1
1-2 研究目的………………………………………………. 2
1-3 研究問題………………………………………………. 2
1-4 名詞解釋………………………………………………. 4

二、文獻探討
2-1 專題導向學習與電腦輔助合作學習……………………… 6
2-2 合作腳本與文學圈……………………………………….. 8
2-3 基於自我調節社會調節學習分析儀表板………………… 10
2-4 認知網絡分析…………………………………………. 12

三、研究方法
3-1 研究流程……………………………………………… 14
3-2 研究設計……………………………………………… 18
3-3 實驗對象……………………………………………… 18
3-4 研究工具……………………………………………… 19
3-5 課程設計……………………………………………… 22
3-6 資料收集與分析………………………………………. 25

四、系統設計與實作
4-1 系統簡介……………………………………………… 28
4-2 系統環境架構………………………………………….. 34
4-3 資料處理流程………………………………………….. 35
4-4 學習儀表板介紹………………………………………. 36
4-5 編碼………………………………………………….. 41

五、研究結果
5-1 論文回顧能力測驗學習成效……………………………… 44
5-2 學習動機與專案管理能力變化……………………………. 45
5-3 不同儀表板各項學習動機分析……………………………. 52
5-4 儀表板學習動機認知網絡分析……………………………. 58
5-5 一般生與在職生文學圈角色評價差異………………………. 78
5-6 Trello 反思作業調查結果…………………………………. 80

六、討論
6-1 論文回顧能力測驗之差異…………………………………. 84
6-2 學習動機與專案管理能力之差異……………………………. 84
6-3 在職生與一般生不同儀表板學習動機變化之差異………….. 85
6-4 在職生與一般生文學圈角色評價之差異……………………. 87
6-5 與其他認知網絡分析相關研究之比較………………………. 88

七、結論
7-1 創新課堂設計對於學生的影響……………………………… 90
7-2 研究限制………………………………………………. 91
7-3 未來展望………………………………………………. 91

參考文獻

‧ 中文文獻………………………………………………… 93
‧ 英文文獻………………………………………………… 93

附件

‧ 附件一、受測同意書……………………………………… 98
‧ 附件二、論文回顧能力測驗前測試題……………………….. 103
‧ 附錄三、論文能力回顧測驗後測試題……………………….. 108
‧ 附錄四、工作經驗調查問卷………………………………… 112
‧ 附錄五、專案管理調查問卷………………………………… 113
‧ 附錄六、學習動機調查問卷………………………………… 115
‧ 附錄七、開放式問題問卷………………………………….. 118
‧ 附錄八、儀表板學習態度問卷………………………………. 119
‧ 附錄九、學生小組互評表單………………………………… 121

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指導教授

洪暉鈞(Hui-Chun Hung)

審核日期

2024-12-24

推文