高職學生不同學習風格對數位學習成效影響之研究
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Date
2008-05-??
Authors
張晉昌
黃學堂
Journal Title
Journal ISSN
Volume Title
Publisher
國立台灣師範大學工業教育學系
Department of Industrial Education, NTNU
Department of Industrial Education, NTNU
Abstract
本研究旨在探討高職學生的不同學習風格對數位學習成效的影響。為達成研究目的，本研究採不相等控制組設計之準實驗研究法，以高職資料處理科一年級兩班學生為對象，進行計算機概論電腦網路原理課程之教學實驗，隨機分派一班44人為實驗組，進行數位學習教學；另一班43人為控制組，進行傳統教學；另輔以訪談實驗組師生對數位學習平台的看法。本研究使用的研究工具包含Kolb學習風格量表及電腦網路原理課程評量表。為驗證假設，採用二因子共變數分析統計方法進行資料處理。主要研究結論如下：一、 不同學習風格與不同教學方法對於學生在計算機概論「電腦網路原理」課程之學習成效有顯著交互作用。二、 不同學習風格的學生接受數位學習教學法，其電腦網路原理課程之學習成效會有顯著差異，且「調適型」學生明顯優於「發散型」學生。三、 相同學習風格的學生接受不同教學法時，對「調適型」及「聚斂型」兩種學習風格學生而言，其學習成效有顯著差異，且接受數位學習教學法的學習成效均明顯優於傳統教學法的成效。四、 從訪談資料顯示，多數學生表示利用數位學習平台上課的感覺比較活潑生動，學習更廣泛，尤其數位學習平台的隱密特性，為害羞、內向學生開啟另一個討論平台。教師也發現學生並非不願意回答問題，而是不敢或害怕同學嘲笑。故宜依學生的不同學習風格建置不同的教學環境，以提高學生的學習成效。
This study aimed to investigate how e-learning affects learning achievement of vocational high school students with different learning styles. To achieve this purpose, quasi-experiment research method with nonequivalent-control group design was adopted in this study. Students of two classes in first grade in a vocational school were randomly recruited as the samples of this study. Of these two classes, one was randomly assigned as experimental group, which received e-learning program, and the other was assigned as control group, which received conventional teaching program. In addition, as a supporting material, interviews with teacher and students of experimental group were also made to understand their attitude toward the media of e-learning. The instruments utilized in this study included “Kolb learning style inventory, KLSI” and “The evaluation tool for the principle of computer internet course”. To verify the hypothesis, data were analyzed using the statistic software of SPSS. The statistical method of two-way ANCOVA analysis was adopted for dealing with this process. The results are summarized as follows:1. A significant interaction of different leaning styles and receiving different teaching methods was found in the learning achievement of “the principle of computer internet course” in basic computer concept theory.2. Among the students with different learning styles but receiving the same teaching method of e-learning program, the learning achievement showed a significant difference. Those students who belong to “accommodator style” achieved significant better result than those who belong to “diverger style students”.3. Among the students having the same learning style but receiving different teaching methods, the learning achievement showed a significant difference for those two learning styles of “accommodator” and “converger”. These two different learning styles students both achieved significant better result by receiving e-learning program than conventi
This study aimed to investigate how e-learning affects learning achievement of vocational high school students with different learning styles. To achieve this purpose, quasi-experiment research method with nonequivalent-control group design was adopted in this study. Students of two classes in first grade in a vocational school were randomly recruited as the samples of this study. Of these two classes, one was randomly assigned as experimental group, which received e-learning program, and the other was assigned as control group, which received conventional teaching program. In addition, as a supporting material, interviews with teacher and students of experimental group were also made to understand their attitude toward the media of e-learning. The instruments utilized in this study included “Kolb learning style inventory, KLSI” and “The evaluation tool for the principle of computer internet course”. To verify the hypothesis, data were analyzed using the statistic software of SPSS. The statistical method of two-way ANCOVA analysis was adopted for dealing with this process. The results are summarized as follows:1. A significant interaction of different leaning styles and receiving different teaching methods was found in the learning achievement of “the principle of computer internet course” in basic computer concept theory.2. Among the students with different learning styles but receiving the same teaching method of e-learning program, the learning achievement showed a significant difference. Those students who belong to “accommodator style” achieved significant better result than those who belong to “diverger style students”.3. Among the students having the same learning style but receiving different teaching methods, the learning achievement showed a significant difference for those two learning styles of “accommodator” and “converger”. These two different learning styles students both achieved significant better result by receiving e-learning program than conventi