不同網路教學方式對學習微積分的影響－以虎尾科技大學爲例

A Study on the Learning Effectiveness of the "Calculus" Domain in Two Different E-Learning Types-Taking the National Formosa University as an Example

丁慕玉(Mu-Yu Ting)

《國立虎尾科技大學學報》 27卷2期 (2008/06) Pp. 75-94

https://doi.org/10.6425/JNHUST.200806.0075

摘要

This study is aimed at exploring the application of E-Learning in the design of calculus tutorial website. The major purpose of this study was to explore how to integrate E-Learning into Calculus teaching in university and to assess its effectiveness upon the Calculus learning of the National Formosa Universit students. The quasi-experimental design was used to compare the effect of the Computer-Assisted Instruction and Blended E-learning. The105 university students, who take in the Calculus course, were invited to participate in the study. In this research, A class of 51 students were picked up randomly as the experimental group, while the other class was the control group. After a semester, data were collected in the study. The result revealed that：there are no distinguished differences in parents' education background and family economy. There were significant differences on ”Learning Value”、”Relations regarding the Interaction between Teacher-Student and among the Peer Group of Students” and Improvement of Learning Achievements. There was no significant difference on Self-efficacy between the experimental group and the control group. There was significant difference on the achievement post-test between the experimental group and the control group.

關鍵字

網路輔助教學 ； 混合式網路教學 ； 合作學習

並列摘要

This study is aimed at exploring the application of E-Learning in the design of calculus tutorial website. The major purpose of this study was to explore how to integrate E-Learning into Calculus teaching in university and to assess its effectiveness upon the Calculus learning of the National Formosa Universit students. The quasi-experimental design was used to compare the effect of the Computer-Assisted Instruction and Blended E-learning. The105 university students, who take in the Calculus course, were invited to participate in the study. In this research, A class of 51 students were picked up randomly as the experimental group, while the other class was the control group. After a semester, data were collected in the study. The result revealed that：there are no distinguished differences in parents' education background and family economy. There were significant differences on ”Learning Value”、”Relations regarding the Interaction between Teacher-Student and among the Peer Group of Students” and Improvement of Learning Achievements. There was no significant difference on Self-efficacy between the experimental group and the control group. There was significant difference on the achievement post-test between the experimental group and the control group.

並列關鍵字

Computer-Assisted Instruction ； Blended E-learning ； Cooperative Learning

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