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

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > Electronic Thesis & Dissertation > Item 987654321/96368

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/96368

Title:	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
Authors:	鄭博宇;Cheng, Po-Yu
Contributors:	網路學習科技研究所
Keywords:	文學圈;自我調節學習;書報討論;專案管理;科技輔助學習
Date:	2024-12-24
Issue Date:	2025-04-09 18:21:30 (UTC+8)
Publisher:	國立中央大學
Abstract:	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。;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.
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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