自律學習及專題導向數位學習對大專技職生英文課程之參與度及學習成效之影響

Using Web-Enabled Self-Regulated Learning and Project-Based Learning to Enhance Vocational University Students' Course Engagement and Learning Achievement in English

曹嘉秀(Chia-Hsiu Tsao) ； 陳少芬(Shao-Fen Chen)

《輔英通識教育學刊》 2期 (2015/06) Pp. 61-94

摘要

本研究比較三種不同的網路輔助學習情境對英文課程參與度及學習成效的影響。第一種設計在傳統課程中加入線上學習，然而教師不作任何處理，只鼓勵學生課餘多利用，稱為自由線上學習組；第二種設計是教師對線上學習部份以專題方式規劃學習時程、進度及評量方式，稱為專題數位學習組；第三種設計在專題數位學習外另增加「自律學習」訓練，稱為專題數位合併自律學習組。參與者為130名私立科技大學學生，隨機分為三組，接受15周計30小時的實驗教學。資料蒐集來自質性資料—課程投入量表、自律學習策略量表、及英文能力檢定測驗，與量化資料—教師教學札記、學生學習記錄、及師生晤談紀要。本研究發現，專題導向學習有助於提升學生的課程參與度及英語學習成效，然而自律訓練的影響卻是微乎其微。因此，本研究建議英文教學應導入專題導向學習，以提高學生的課程參與度及學習成效。

關鍵字

自律學習 ； 專題導向學習 ； 線上學習 ； 課程參與度 ； 學習成效

並列摘要

This study aimed to examine whether, in a web-assisted language learning context, self-regulated learning (SRL) and project-based learning (PBL) help to enhance vocational college students' course engagement and learning achievements in English. To this end, a pretest-posttest quasi-experimental design was adopted to compare the impacts of three different scenarios: 1) Free Online Learning (FOL), a teaching mode that added online learning to the course, yet without making any treatment; 2) Project-Based e-Learning (e-PBL), which planned web-learning around project activities; and 3) e-PBL plus self-regulated learning (SRL), in which SRL was used to reinforce the effects of e-PBL. A total of 130 students in a technological university in southern Taiwan participated in the study, and the teaching intervention lasted 15 weeks, totaling 30 hours. Both qualitative and quantitative data were collected, including students' learning logs, the instructor's teaching notes, student interview transcripts, pre/post test results from two questionnaire scales, and one English proficiency test. These data were then triangulated to ensure credibility. The results of this study find that project-based learning has a positive effect on course engagement and achievement, whereas the effect of self-regulated strategy training is minimal. Therefore, this study suggests that project-based learning be incorporated into classroom teaching in order to increase student involvement and achievement in the course.

並列關鍵字

self-regulated learning ； project-based learning ； online learning ； course engagement ； learning achievement