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EFFECTS OF LEARNING WITH BOOKROLL ON SELF-REGULATED LEARNING AND SELF-EFFICACY OF STUDENTS ENROLLED IN THE WUFENG STUDIES

使用BookRoll學習對霧峰學修課學生的自我調整學習與自我效能之影響

Abstracts


The Wufeng Studies is a course offered by the Center for General Education at a university in central Taiwan. It has been established for 15 years with the aim of leading students to know local Wufeng, understand Wufeng, and ultimately serve Wufeng. This study hypothesized that students can learn from course materials provided on the BookRoll system, a course material delivery system, so as to improve their performance in terms of self-regulated learning and self-efficacy in the course. Moreover, this research attempted to investigate any connection between student reading behaviors on the BookRoll materials and their learning achievement. This study found that the 56 participants achieved significant improvement after using the BookRoll system through developing their self-regulated learning and self-efficacy skills. In addition, students' scoring on the final report demonstrated its correlation with their BookRoll reading behaviors, including using the system to read slides, turn pages, use bookmarks, and highlight.

Parallel abstracts


「霧峰學.學霧峰」是臺灣中部一所大學的通識教育中心開設的一門選修課程。這門課已連續開設15年,希望學生透過這門課認識霧峰、了解霧峰、最終為服務霧峰。本研究假設修課學生可從BookRoll系統(教材傳遞系統)提供的內容學習以提升他們在課程的自我調整學習和自我效能,同時也試圖探討修課學生在這些教材上的閱讀行為與學習成就間的關連。本研究發現,56名修課學生使用BookRoll系統後在自我調整學習和自我效能有明顯的增強;另外,學生在期末報告的得分顯示了學習成就與BookRoll閱讀行為的相關性,包括使用該系統閱讀投影片、翻頁、放書籤和畫重點等動作。

References


Liao, S., Hsiao, C. B., Chien, H. C., & Lin, Y. (2013). The Influences of Wufeng Studies on Social Work Professional Education: An Analysis of Course Experiences of Social Work Graduates. Journal for Social Development Study, 13, 47-71. doi: 10.6687/JSDS.2013.13.3
Chen, C. H., Chen, Y. X., Chow, Y. H., & Pan, S. H. (2020). Investigating and Predicting the Usability of an E-Book System for University Students: The Role of Prior Knowledge. In J. Shen, Y. C. Chang, Y. S. Su, & H. Ogata (Eds.), Communications in Computer and Information Science: Vol. 1227. Cognitive Cities (pp. 333-342). Singapore: Springer. doi: 10.1007/978-981-15-6113-9_38
Chen, Y. C., Hwang, R. H., & Wang, C. Y. (2012). Development and Evaluation of a Web 2.0 Annotation System as a Learning Tool in an E-Learning Environment. Computers & Education, 58(4), 1094-1105. doi: 10.1016/j.compedu.2011.12.017
Huang, A. Y. Q., Lu, O. H. T., Huang, J. C. H., Yin, C. J., & Yang, S. J. H. (2020). Predicting Students’ Academic Performance by Using Educational Big Data and Learning Analytics: Evaluation of Classification Methods and Learning Logs. Interactive Learning Environments, 28(2), 206-230. doi: 10.1080/10494820.2019.1636086
Knapp, T. R. (2016). Why Is the One-Group Pretest-Posttest Design Still Used? Clinical Nursing Research, 25(5), 467-472. doi: 10.1177/1054773816666280.

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