非傳統上課模式對於中低動機學生的學習影響研究

A Study on Impact of Non-Traditional Classroom on Students with Lower Learning Motivation

馮毓琪(Yu-Chi Feng)

指導教授 ： 李忠謀

國立臺灣師範大學/理學院/資訊工程學系/碩士(2013年)

摘要

本研究探討非傳統上課模式對於中低動機學生之學習影響，藉由線上教學影片系統（Online Video Lecture System）可於任意時間地點使用以及依照學生的學習速度讓學生學習的特性，希望可以協助中低動機學生提升學習動機。
本研究參與者為國立臺灣師範大學資訊工程學系一年級學生，實驗利用激勵學習策略量表問卷測量學生的學習動機，並依測量結果分數由低至高排序，挑選前百分之五十的學生（即中低動機學生）共十五位，並將其分為三個組別：任意時間任意地點進行線上學習的實驗A組、固定時間與固定地點進行線上學習的實驗B組與以傳統上課模式進行課程的控制組，進行課程。課程結束後，本研究分析學生在經過不同的上課模式後，動機是否提升，同時也對於參與研究的十五位學生進行一對一個別訪談，深入了解學生的看法。
由實驗結果，我們發現利用線上教學影片系統可以提升中低動機學生的學習動機並改變其學習態度，包含改善上課精神不繼、恍神不專心以及和同儕講話等狀況。促使學生學習動機提升的原因為教學影片系統讓學生依照自己的學習步調學習以及讓學生自行安排想上課的時間與地點，藉此提升學生課堂理解度，並減低其考試焦慮感。

關鍵字

非傳統上課模式 ； 線上教學影片系統 ； 學習動機 ； 學習影響

並列摘要

The purpose of this study was to explore the influence on middle to low motivation students with non-traditional classroom. We tried to enhance the learning motivation of assist middle to low motivation students by online video lecture system, which is available at any time and place. Also, by using online video lecture system, students can learn by their learning speed.

The participants were the first-year students of Department of Computer Science and Information Engineering, National Taiwan Normal University. The study measured the learning motivated by the Motivated Strategies for Learning Questionnaire (MSLQ) and the fifty percent of the students (i.e. middle to low motivation students) were selected from the lowest to highest, according to the MSLQ results. There were fifteen students were divided into three groups: the group A, using online video lecture system at any time and place; the group B, using online video lecture system at regular time and place; the control group, taking the lecture at traditional classroom and regular time. After the end of the course, the study interviewed these students one by one to understand students’
perceptions about different learning mode, and analyzed students’ learning motivation.

From the experimental results, we found that it can enhance students’ learning motivation and change students’ learning state, which included improving the attention in class and chat with classmates, etc. In addition, the factors of enhancing students’ motivation were it allowed students take class by their learning speed and allowed students arrange their own time and place to take lecture by using online video lecture system. As a result, it enhanced students’ comprehension and reduced anxiety of examination.

並列關鍵字

non-traditional classroom ； online video lecture system ； learning motivation ； learning affect

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