不同學習風格對高職生數位學習成效影響之研究

The Effect of e-Learning on Vocational High School Students’ Learning Achievement with Different Learning Styles

黃學堂(Shyue-Tarng Huang)

指導教授 ： 張晉昌

國立臺灣師範大學/科技學院/工業教育學系在職進修碩士班/碩士(2006年)

摘要

中文摘要

本研究旨在探討不同學習風格對高職生數位學習成效影響之研究。為達成研究目的，首先經由文獻探討之後，採準實驗研究法設計，並輔以訪談得知學生暨教師對數位學習平台的看法。以高職資料處理科一年級兩班學生為研究對象，進行四週的教學實驗，一班為實驗組，進行數位學習教學；另一班為控制組，進行傳統教學。本研究所使用的研究工具包含：「Kolb學習風格量表」、「電腦網路原理課程評量工具」。
為驗證假設，採用二因子共變數分析統計方法處理，所獲結論如下：
一、不同學習風格與接受不同教學方法二因子交互作用下，在計算機概論 「電腦網路原理」單元之學習成效有顯著差異。
二、不同學習風格的學生接受相同教學方法，其計算機概論「電腦網路原理」單元之學習成效以「調適型」學生最高、「發散型」學生最低。
三、相同學習風格的學生接受不同教學方法，其計算機概論「電腦網路原理」單元之學習成效對學習風格為「調適型」及「聚斂型」的學生，數位平台教學成效優於一般傳統教學。
四、從個別訪談的資料顯示，大多數學生都表示對於這次利用數位學習平台來上課的感覺是比以前活潑生動，學習更廣泛，尤其數位學習平台隱密特性，為害羞、內向學生開啟另一個討論的平台。教師也發現學生並非不願意回答教師所提出的問題，而是不敢或害怕同學嘲笑，因此需要依據不同學生的學習特性建置不同的教學環境。

關鍵詞：計算機概論、學習風格、數位學習、學習成效

關鍵字

計算機概論 ； 學習風格 ； 數位學習 ； 學習成效

並列摘要

Abstract

This study aimed to investigate how e-learning affects vocational high school students with different learning styles. To achieve this purpose, quasi-experiment research method and personal interview was adopted to explore students’ achievement of e-learning. In addition, as a supporting material, interviews with teachers and students were also made to understand their attitude toward the media of e-learning. Students of two classes in first grade in a vocational school were recruited as the samples of this study; and the teaching experiment was performed for four weeks. Of these two classes, one was classified as experimental group which received e-learning program, and the other was classified as control group which received conventional teaching program. The instruments adopted in this study included “Kolb learning style measurement survey” and “The evaluation tool for the principle of computer Internet course”.

To verify the hypothesis, the statistical method of Two-way ANCOVA analysis was adopted for dealing with this process. The results are summarized as follows:

1.Under the interaction of different leaning styles and receiving different teaching methods, a significant difference was found in the learning achievement of “the principle of computer Internet” in basic computer concept theory.
2.Among the students with different learning styles but receiving the same teaching method on “the principle of computer Internet” , those who belong to “accommodator style” achieved the best result and those who belong to “diverger style” achieved the worst learning result.

3.Among the students having the same learning style but receiving different teaching methods on “the principle of computer Internet” in basic computer concept theory, those who belong to “accommodator style” and “converger style” achieved better result by receiving e-learning program than conventional teaching program.

4.Based on the result of individual interview, most students showed a positive attitude towards this e-learning media because they became more active and enjoyed more extensive leaning than they used to be. Particularly, learning in a more private environment which e-learning media can provide is especially favorable to the students who are shy and introvert. Teachers also found that the reason why some students are hesitant to answer questions is not that they are reluctant to do so but they dare not do so, or they are afraid to be mocked by their classmates. Therefore, it is necessary to establish different educational environments according to each student’s learning trait.

Key words: basic computer concept, learning style, e-learning, learning achievement

並列關鍵字

basic computer concept ； learning style ； e-learning ； learning achievemen

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