引導軟教室，新型態線上課程與實體教室之整合

在數位教育與大規模開放式線上課程研究中，如何均衡地調配線上與實體活動設計是整合線上課程於實體教室時的重要挑戰之一。因此，本研究旨在開發一套創新教學方法與學習模式，將線上學習與實體協助作最適配結合，以達到學生學習的最大成效。經過兩年間由教學實務的反思與學習成效數據的分析，我們提出「引導軟教室」的創新學習模式，強化自我調節機制與師-生實體課程互動，由以下三個階段實施。首先，透過「期初訪談階段」瞭解學生的學習目標與學習行為，且讓學生宣告他們的學習承諾，以為自己的學習負責。再者，「引導階段」藉由研究者開發的「資料-視覺-判釋」模型，透過彙整、視覺化線上學習資料進行學習進度的監測，定義學習進度指標，每週依指標找出學習進度落後、需要輔導的學生，進而提供引導的建議。最後，「評估階段」在經由焦點團體訪談與資料分析得以評估其成效。此研究分別於2015年（38位學生）與2016年（41位學生）的工程圖學課程進行教學模式的實行與資料收集。首先比較三次考試成績，三次考試成績隨著課程難度增加，兩年的成績都呈現退步的跡象；但比較退步的幅度下，2015年退步百分之33.10，而2016年退步百分之15.56，明顯在實施引導軟教室下之退步幅度較緩。並且2016年之期末考成績平均為71.98，較2015年的61.32增加百分之17。另外透過問卷收集，共有百分之90的學生喜好引導軟教室的學習模式。本研究所提出的學習模式是奠基於科技的輔助、教師豐富的實務經驗與對課程設計的掌握，目標在不斷優化大學工程教育學習成效，並提出有助於教學與研究的未來發展方向。

關鍵字

自我調節學習；線上學習；引導教學；翻轉教室；資料視覺化

並列摘要

The decisions on the proportion-distribution of online and in-class activities is one of the main challenges for integrating online learning into conventional courses in digital-based learning and MOOCs studies. Thus, the current research aimed to develop an innovative instructional approach and learning model with the optimum harmony of online learning and physical facilitations for maximize the learning effectiveness. After a two-year continuous improvement of instructional approach, we proposed a new learning model, guided soft classroom, which was developed by self-regulation learning in the online learning platform while three main phases of physical interactions in the campus course. First, to conduct an intake interview to understand students’ goal-setting and leaning behavior. Students were asked to make commitments and declare their responsibilities. Second, a guidance phase monitored the effect upon the learning progress by the Data-Visual-Judgment (D-V-J) model through summarizing and visualizing the online learning data, and then further provided facilitation sessions. Last, the effectiveness was validated by focus group interview and data analysis in the evaluation phase. This research was validated by examination the intervention effects from an engineering graphic course in 2105 and 2016, with 38 and 41 participants, respectively. The results revealed that the variations of three-time examinations were declined in both year, due to the increased course difficulties. However, the regressions of three-time examinations were -33.10% and -15.56% in 2015 and 2016. Moreover, the average grade of final exam was 71.98 in 2016, which was 17% higher than 61.32 in 2015. In addition, 90% students preferred this model. Follow-up guidance plans that optimized its effectiveness and applications are further discussed. This research set up a milestone for future blending online and conventional classroom instructions.

並列關鍵字

Self-regulated learning ； online learning ； guidance instruction ； flipped classroom ； data visualization

參考文獻

Arbaugh, J. B. (2000). Virtual classroom versus physical classroom: An exploratory study of class discussion patterns and student learning in an asynchronous Internet-based MBA course. Journal of management Education, 24(2), 213-233.

Azevedo, R., & Aleven, V. (2013). Metacognition and learning technologies: an overview of current interdisciplinary research. In International handbook of metacognition and learning technologies (pp. 1-16). Springer New York.

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13.

Brockett, R. G., & Hiemstra, R. (2011). Self-direction in adult learning: Perspectives on theory, research, and practice. New York, NY: Routledge.

Caffarella, R. (2013). Self-regulated learning. New Directions for Adult and Continuing Education, 57, 25-35.

國際替代計量

引導軟教室，新型態線上課程與實體教室之整合

全文下載

主題瀏覽