結合即時診斷機制的行動學習與自我調整學習模式對學生運用概念圖的學習成就與行為之影響

Effects of Real-Time Diagnosis on Mobile Learning and Self-Regulation Mechanism on Students ’ Learning Achievement and Behavior of Using Concept Mapping

伍柏翰(Po-Han Wu)

《數位學習科技期刊》 9卷2期 (2017/04) Pp. 1-27

https://doi.org/10.3966/2071260X2017040902001

摘要

自我調整學習是指學生在學習活動中，進行連續循環及回饋反思的學習歷程。以往大部分的無所不在學習系統只提供真實情境的有限引導，並非整合過去的學習成果與學習內容加以引導與回饋，往往造成學生只了解片段的知識而無法確切掌握知識的全貌，導致學生產生學習上的迷失或困難。因此，本研究發展一套以結合即時診斷機制的行動學習與自我調整學習模式。探討在行動學習與自我調整學習模式中，學生使用概念圖學習與即時診斷機制的概念圖學習之比較。經實驗結果發現，具即時診斷機制的行動學習模式有助於實地觀察時新舊知識進行有效的連結，達成有意義的學習。且此學習模式有助於學生在時間學習歷程中不斷進行自我調整學習，進而提升學習成效。

關鍵字

自我調整學習 ； 行動與無所不在學習 ； 學習歷程

並列摘要

Self-regulated learning refers to students preceding the learning process with continuous cycle, feedback, and reflection in the learning activity. Nevertheless, most ubiquitous learning systems merely provided limited guidance in real-life situation, rather than giving guidance and feedback by integrating past learning outcome and learning contents. As a result, students simply understood fragments of knowledge, but not exactly mastered the complete picture of knowledge. Students therefore could hardly reflect the learning process through self-regulation mechanisms. A self-regulation mechanism based mind tool assisted mobile learning portfolio system is developed in this study. Mobile learning and self-regulated learning mode are discussed, students use concept map and real-time diagnostics the concept map study of comparative. The experimental results show that the learning mode with real-time diagnostics the concept map functions could assist in effective connection between new and old knowledge in the field observation to further achieve the meaningful learning. The students could also constantly precede self-regulated learning in the time learning process to promote the learning outcome.

並列關鍵字

self-regulated learning ； ubiquitous learning ； learning portfolio

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