高職學生電工機械混成式數位學習效果

The Effects of Blended Electrical-Machinery e-Learning onVocational High School Students

張基成(Chi-Cheng Chang) ； 徐郁昇(Yu-Sheng Hsu)

《科學教育學刊》 19卷6期 (2011/12) Pp. 549-579

https://doi.org/10.6173/CJSE.2011.1906.04

摘要

本研究探討混成式數位學習對電工機械的學習成效（包括成就測驗與自我覺知效果）之影響。實驗對象為高職電機科二年級修習「電工機械」課程的兩班學生，實驗組學生33名與控制組32名。實驗組為混成式數位學習，控制組為傳統式教室學習，實施時間為期五週。結果顯示：（1）混成式數位學習與傳統式教室學習在學生的成就測驗上無顯著差異。（2）混成式數位學習的自我覺知效果顯著優於傳統式教室學習，其中認知效果最高，技能次之。（3）接受混成式數位學習之後的「自我覺知效果（認知、技能、情意）」顯著優於之前的。本研究結論為混成式數位學習對於學生的成就測驗無顯著影響，但對於自我覺知效果有顯著正面影響。

關鍵字

自我覺知效果 ； 混成式數位學習 ； 電工機械 ； 學習成效

並列摘要

This study examined the impact of blended e-learning on electrical machinery learning, as measured by both an achievement test and self-perceived effects. The subjects were two classes of second-year vocational high school students who took an electrical-machinery course in the department of Electrical Technology. There were 33 students in an experimental group and 32 students in a control group. The experimental group used blended e-learning and the control group used traditional c-learning. The experiment lasted for 5 weeks. The results were as follows: (1) There was no significant difference in achievement test scores between blended e-learning and traditional c-learning. (2) The self-perceived effects of blended e-learning were significantly higher than those of traditional c-learning. These effects were greater for cognition, compared to skills. (3) The self-perceived effects after the blended e-learning were significantly higher than that before it. The conclusion is drawn, that blended e-learning had no impact on achievement test scores, but compared with traditional c-learning, it had a significant impact on self-perceived effects.

並列關鍵字

Self-perceived Effect ； Blended E-learning ； Electrical-machinery ； Learning Effect

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