利用溯源提示檢視大學生閱讀開放式網路多文本以學習統計的歷程

Using Sourcing Prompts to Investigate Online Multiple Document Reading for Statistics Learning Among University Students

陳鈺群(Chen, Yu-Chun) ； 賴彥伶(Lai, Yan-ling) ； 李元萱(Lee, Yuan-Hsuan)

《教育傳播與科技研究》 133期 (2023/12) Pp. 45-61

https://doi.org/10.6137/RECT.202312_(133).0003

摘要

本研究旨在探究大學生在具溯源提示的指導下，自行選擇相關統計文本，達成主題學習的自我主導學習歷程。研究者以125位修習教育統計課程之大學生為研究對象，搭配具有溯源提示之作業任務，讓學生能在溯源引導下完成統計主題學習，並以課後測驗評估學習成效。本研究將學生的溯源提示作業進行編碼，透過描述性統計瞭解學生閱讀網路多文本之統計學習歷程，並分析大學生對多文本訊息內容的溯源提示回饋及學習成效之關聯性與預測成效。根據資料分析結果，本研究獲致以下結論：一、透過具有溯源提示之作業任務能瞭解學生閱讀線上多文本統計學習歷程。逾九成的學生需閱讀二至七個網站訊息才能完成量測尺度與統計圖表的任務。此外，有33.6%的學生在量測尺度題僅參考一個網站，25.6%的學生在統計圖表題僅參考一個網站；學生依賴具有知識含量的教育機構網站、維基百科、政府相關網站搜尋閱讀資料，八成的學生認為文本作者身分為權威性的專家時具有可信度；九成的學生認為多方驗證可以提升訊息的正確性，其他的資訊驗證策略依據採用人數多寡順序為：專家或教科叢書驗證、政府權威或政府官方的說法及自我驗證。二、搭配具有溯源提示的作業時，六成學生表示他們會將生活經驗與所得的網路資訊連結，內化為自己的知識。三、探索過多不同的網路文本可能會導致學生學習成效不彰。四、「學生在量測尺度題的固化知識程度」正向預測學習成效；「學生透過專家學者或教科書進行資訊驗證」負向預測學習成效。

關鍵字

統計學習 ； 溯源提示 ； 網路多文本閱讀 ； 閱讀歷程

並列摘要

The present study investigated the self-directed learning processes of university students who select statistical texts to achieve topic-based learning under the guidance of source prompts. A total of 125 university students enrolled in an educational statistics course participated in the study. The researchers assigned tasks with sourcing prompts to guide the students in topic-based learning of statistics. The learning outcomes were evaluated through post-course tests. The data from the students' completed assignments were coded, and descriptive statistics were employed to understand the online multi-document reading behaviors of these students in their statistical learning. Furthermore, the researchers analyzed the correlations of and predictive effects of sourcing prompt feedback on learning outcomes. The study yielded the following conclusions regarding online statistics learning among the students: 1. Over 90% of the students consulted between two and seven websites to answer questions related to measurement scales and statistical charts. Specifically, 33.6% relied on a single website for questions on measurement scales, and 25.6% did the same for questions on statistical charts. The students predominantly relied on websites rich in content, Wikipedia, and government-affiliated websites. Eighty percent considered texts authored by authoritative experts to be credible, and 90% believed that cross-validation could enhance information accuracy. 2. In completing assignments that incorporated sourcing prompts, 60% of the students reported that they linked their personal experiences to the online information they obtained and subsequently internalized it as their own knowledge. 3. Among the students with limited prior statistical knowledge, excessive exploration through multiple online texts was found to yield ineffective learning outcomes. 4. A positive association and predictive effect was identified from transforming knowledge by relating personal experience to measurement scale questions and the learning outcomes these students achieved. Conversely, verification of information through authoritative sources, such as experts, scholars, or textbooks, negatively correlated with and negatively predicted learning outcomes.

並列關鍵字

statistics learning ； sourcing prompts ； multiple document reading ； reading process

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