問題導向學習融入資訊素養與倫理創新教學之研究

A Study on Integrating Problem-based Learning into the Innovative Teaching in Information Literacy and Ethics

張迺貞(Nai-Cheng Chang) ； 徐暄淯(Hsuan-Yu Hsu)

《教育資料與圖書館學》 53卷2期 (2016/04) Pp. 171-209

https://doi.org/10.6120/JoEMLS.2016.532/0010.RS.CM

摘要

本研究以修習通識教育「資訊素養與倫理」課程的學生為研究對象，透過ARCS學習動機模式問卷分析，配合深度訪談，探討問題導向學習融入翻轉教室和數位學習兩種創新教學模式的學習動機和學習成果。研究結果顯示，兩種教學模式皆驗證ARCS學習動機模式且各有其優勢的學習成果，本研究建議翻轉教室問題導向學習和線上問題導向學習都是適合且可行的教學模式。本研究根據研究結果，歸納四項提昇問題導向學習融入創新教學之要素：㈠領導能力，㈡自律學習，㈢ARCS模式融入教學，㈣妥善學習環境。同時，本研究提出新的問題導向學習創新教學模式，稱之為「混成翻轉數位教學」。此種混成教學模式能夠獲致較佳之學習成效。

關鍵字

問題導向學習 ； 創新教學 ； ARCS動機模式 ； 翻轉教室 ； 混成學習 ； 資訊素養

並列摘要

The purpose of this study was to integrating problem-based learning into the innovative teaching, flipped classroom and blended e-learning environments, in the general education digital materials ＂Information Literacy and Ethics＂ to explore the learning motivation and learning outcomes. The study applied ARCS motivation model as the quantitative indicators of an online questionnaire, and in-depth interviews as the base of qualitative analysis. The results indicated that ARCS model was valid in the two teaching methods. The two teaching methods had their own advantages in learning outcomes; therefore, the study concluded that the two methods were appropriate and feasible innovative teaching method in Problem-based learning. Based on the research results, the study proposed four key elements in promoting Problembased learning teaching in the information literacy innovative teaching: 1. leadership; 2. self-regulated learning; 3. applying ARCS model into teaching and learning; 4. a proper learning environment. The study initiated a new innovative teaching model in Problem-based learning, that is, to integrate the two teaching methods, and called it ＂blended flipped online instruction＂. The study believed that this blended teaching method should be a workable method that could produce good learning outcomes.

並列關鍵字

Problem-based learning ； Innovative teaching ； ARCS motivation model ； Flipped classroom ； Blended learning ； Information literacy

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