網路化檔案評量系統中學習目標設定機制及其對自我調整學習之影響

Mechanisms of Learning Goal-setting in Web-based Portfolio System and the Effects on Self-regulated Learning

廖悅媚(Yueh-Mei Liao)

指導教授 ： 張基成

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2010年)

摘要

本研究採準實驗研究，旨在透過分析、設計、發展及實施等方式，進行網路化檔案評量系統中學習目標設定機制之建制，並透過撰寫、觀摩與回饋評估，最後探討網路化檔案評量中學習目標設定機制對自我調整學習之影響。具體的研究目的如下：1. 探討網路化檔案評量中線上學習目標設定機制；2. 建置與評估網路化檔案評量中線上設定機制；3. 探討網路化檔案評量中學習目標設定機制對自我調整學習之影響。
本研究對象為高職修習「網頁設計」課程的二年級學生，以班級為單位分為實驗組和控制組，以「網路化檔案評量系統之學習目標設定機制」的使用、學習目標設定表現為自變項，自我調整學習為依變項，探討網路化檔案評量學習目標設定機制及其對自我調整學習之影響。
研究結果1. 實驗組與控制組學習者在自我調整學習量表中達顯著差異；2. 實驗組學習者在自我調整學習量表前、後測的成績達顯著差異；3. 學習目標設定高品質與低品質表現之學習者在自我調整學習量表中達顯著差異：4. 學習目標設定在自我調整學習量表各構面皆達顯著。本研究以上述實驗結果提出建議，以提供後續研究之參考。

關鍵字

網路化檔案評量系統 ； 學習目標設定 ； 自我調整學習

並列摘要

This research adopted the quasi-experimental design. Used the analysis, design, development and effectuation as the purpose, established the learning goal setting mechanism from the web-based portfolio system, also discussed the influence through composition, emulation and feedback estimationin in self-regulated learning from web-based portfolio system in the end. The specific research goal as below: 1. Discussing the online learning goal setting mechanism in web-based portfolio system. 2. Established and estimated the online setting mechanism of web-based portfolio system. 3. Conferred the effect on self-regulated of settling the learning goal setting mechanism in web-based portfolio system.

This subject of study is the second-grade students who took the course named web designer in vocational high school. It made the class as a unit then divided into experimental group and control group, the operation of learning goal-setting mechanism of web-based portfolio system and the performance of learning goal-setting would be the independent variable, the self-regulated learning as the dependent variable, then discussed the learning goal-setting mechanism of web-based portfolio system and the influence in self-regulated learning.

The results of this research as below: 1. There is a notable difference between the students in experimental group and control group from self –regulated learning inventory. 2. The students’ score in experimental group had special difference after the test of self-regulated learning inventory. 3. The students had significant performance in self-regulated learning inventory while set high quality and low quality in learning goal. 4. There is important achievement in each dimension of self-regulated learning of learning goal-setting. In order to provide a reference for future research, the results of this study made recommendations as above.

並列關鍵字

web-based portfolio system ； learning goal-setting ； self-regulated learning

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