能力本位網路學習系統之發展、實施與成效評估

本研究旨在利用自行開發的能力本位網路學習系統，以台灣北部某大專院校修習「微算機實習」課程的38位學生為教學實驗研究對象，以探討能力本位網路學習實施困難與成效、評估學習效果與自我導向學習傾向、探討自我導向學習傾向與學習效果的關聯性。實驗時間前後為期八週，網路學習系統使用方式為融入教室教學，及做為學生課後輔助複習之用。研究結果顯示：(1)雙迴圈的能力本位網路學習流程控管機制對學生的單晶片學習有所幫助。(2)串流影音教材與動畫模擬教材使學生更瞭解如何完成單晶片成品。(3)能力本位網路學習融入課堂教學與課後複習，半數以上的學生能達到精熟學習。(4)能力本位網路學習前、中、後測的自我導向學習傾向以「喜愛學習」層面最高，前、中測以「效率學習」層面最低，後測以「主動學習」層面最低。(5)能力本位網路學習中、後的自我導向學習傾向不會影響學習效果，且沒有顯著相關性存在。研究建議授課教師應積極參與線上討論加強學生與同儕間的線上互動，未來可融入問題導向學習，並與學習歷程檔案相結合。

關鍵字

能力本位學習；網路學習；能力本位網路學習；自我導向學習；自我導向學習傾向

並列摘要

This experimental study used a competency-based web learning system (CBWLS) to explore implementation difficulties and effects, learning effects, and self-directed learning readiness (SDLR) of CBWL as well as relationships between learning effects and SDLR. The target group of the study consisted of 35 students in the course microprocessor Practice, from a junior college in northern Taiwan. The study lasted for 8 weeks through integration of the system into classroom teaching and repeated learning after the class. The research results revealed that: (1) the double-loop, control mechanism of the CBWL procedure was helpful to learning; (2) streaming and animation of content helped learners to better understand how to complete tasks; (3) over half of the learners reached mastery; (4) the factor of ”inclination for learning” for SDLR on the pre-test, middle-test, and post-test were the highest; the factor ”effective learning” for SDLR on the pre-test and middle-test were the lowest; the factor ”active learning” for SDLR on the post-test was the lowest; (5) SDLR before prior and after CBWL did not affect learning and there was no relationship between them. This study suggested that instructors should actively participate in online discussions to enhance interaction with learners as well as suggesting that problem-based learning and learning portfolios may integrated into CBWL.