探討大學生利用數位說故事的反思學習

本研究旨在透過大學生對於使用數位說故事作反思學習的歷程，以及對其所抱持觀點作深入的探究。McDrury和Alterio (2003) 所提出說故事中的反思學習模型，和相關的研究都提及，使用說故事學習模式有助於高等教育學習者投入反思學習當中，使其能夠將過去的經驗和呈現的故事作連結，且更突顯其意義。此外，現代科技講求便利同時，也改變學習者與老師及同儕分享和交換個人故事的途徑，更可藉由創作數位說故事的方式，和世界各地的人進行溝通。因此，本研究目的在探究24位臺灣的大學生與韓國夥伴的互動中，在創作數位故事中的學習表現。資料收集學生的(一)寫作分數 (二)回饋學習單 (三)故事初稿和成品 (四)網路投票結果 (五)訪談，並修改McDrury和Alterio (2003) 的反思學習模型來作質化的分析。研究結果顯示，經由數位說故事中的反思學習，學生變得能夠採取批判和深刻的回顧，自我激勵和反思有關EIL寫作中的知識，並願意在實際的EIL寫作中做出改變。此外，問卷和訪談的結果指出，學生皆同意使用教育性的數位說故事學習法，有助於激勵他們在跨國合作情境下的EIL英文寫作成效。最後，本研究建議，教育者可以在未來的英文課程當中結合長期跨文化的數位說故事合作，來加深EFL學習者對於不同文化間的互動及對自己的瞭解。關鍵詞: 反思學習，數位說故事，繪本

關鍵字

數位說故事；反思學習；繪本

並列摘要

This research aimed to investigate college students’ process of reflective learning, and their perceptions of using digital storytelling (DST). McDrury and Alterio’s (2003) reflective learning through a storytelling model, in line with pertinent research, has suggested the importance of using storytelling in helping higher educational learners to engage in reflective learning, which then enables them to make a meaningful connection between their past experiences and stories they are presented. In addition, the convenience of modern technology has changed the way learners share and exchange their personal stories with their teachers and peers; moreover, they can create digital stories as a means of communicating with people around the world. In this regard, the purpose of this research was to investigate the learning performance of 24 Taiwanese college students, in their collaboration with Korean partners, during the process of creating digital stories. Data were collected from students’ evaluation scores, feedback, story drafts and work products, voting results, and interviews—analyzed qualitatively by modifying McDrury and Alterio’s (2003) model of reflective learning. The findings showed that students become self-motivated and self-monitored to take a critical and meaningful overview of knowledge and their own knowledge in relation to their EIL writing, and they are willing to bring about changes to their own practices. Furthermore, the survey and interview results revealed that students all agreed on the effectiveness of educational use of DST in motivating their English writing in an EIL context. Finally, the study suggests that educators can incorporate long-termed cross-cultural collaboration into their future English courses to deepen the interactions and understandings between different cultures for EFL learners. Keywords: Reflective learning, Digital storytelling, Picture book

並列關鍵字

digital storytelling ； reflective learning ； picture books

參考文獻

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Chen, W.-C., Shih, Y.-C. D., & Liu, G.-Z. (2013). Task design and its induced learning effects in a cross-institutional blog-mediated telecollaboration. Computer Assisted Language Learning, 25(7), 1-21. doi:10.1080/09588221.2013.818557

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探討大學生利用數位說故事的反思學習

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