遠距教學教材編排於不同學習風格學生學習成效之探討- 以生產計劃與管制課程為例

Study on Learning Material Arrangements of a Distance Learning Course to the Learning Effects of Students with Different Learning Styles -Example of Production Planning and Control

王葦杭(Wei-Hang Wang)

指導教授 ： 楊康宏

中原大學/電機資訊學院/工業與系統工程研究所/碩士(2018年)

https://doi.org/10.6840/cycu201800679

摘要

近年來在網路和數位環境發展中，越來越多的教學活動都會透過數位學習平台來進行。遠距教學能協助教師打造適合的課程規劃的教學活動，以提供學習者良好的學習環境。參與數位學習課程的大專院校與修課學生皆有逐年上升的趨勢，數位學習課程也逐漸受到矚目。在過去的遠距教學研究中，並不會有討論學習風格與教材之間的因素，而遠距教學其中的特色，可以讓學生針對課堂有疑問的地方能重複觀看，這種行為符合Felder-Silverman中反思型學習風格對於接收新的資訊會反覆思考的特性。因此本研究將其發展的學習風格量表，將學生分成兩組來進行實驗，針對學生在主動型與反思型學習風格的構面，並依據全方位課程設計（Universal Design for Learning）的原則，設計不同順序的遠距教學教材，來分析隨堂練習與教材相關性，以及分析遠距教材是否能幫助學生在期中測驗前有效複習，最後探討學習風格中的主動型與反思型學生的學習成效。而研究結果發現，反思型風格的學生較適合從中加入隨堂測驗的遠距教材。在遠距教學中，反思型風格學生的學習成效也都明顯高於主動型風格學生。故上述研究結果可以得出遠距教學教材依照學習風格來設計，對反思型學生將會有良好的學習成效，此結果可以提供教師在遠距離教學及學習風格運用之參考。

關鍵字

遠距教學 ； 教學教材 ； 學習風格 ； 全方位課程設計

並列摘要

Due to the development of the Internet and digital environment in recent years, more and more teaching activities would be carried out through the digital learning platforms. To provide a good learning environment for students, distance teaching can help teachers create suitable teaching activities for curriculum planning. The number of university students participating in digital learning courses has been increasing every year. In the past studies, it didn't have the discussion of learning styles and teaching material factors in distance learning. The characteristics of distance learning that could let the students repeated viewing if they have questions for the class. This kind of behavior in accord with the Felder-Silverman learning styles model. The characteristics of reflective learning style will ruminate when receiving new information. This research is based on the Index of Learning Styles Questionnaire that divides students into two groups to do experiments for the active and reflective learning style dimensions. Base on Universal Design for Learning, the research design different sequence of distance learning materials to analyze the practice and teaching correlation, and analyzes whether distance learning materials can help students review effectively, before the mid-term exam, and then discusses the learning performance of active learning style and reflects learning style's student. The results show that students with reflective style are more suitable to add tests in the course with distance learning. Students with reflective learning style also have better learning performance than those with active learning style. So the research results conclude that if distance learning material design with the learning styles, it will be helpful to promote students’ learning performance. As a result, this argument serves as a reference for teachers when applying learning styles in distance learning.

並列關鍵字

Distance learning ； Learning material ； Learning styles ； Universal design for learning

參考文獻

參考文獻

英文文獻

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