在虛擬教室中,每一個學習者的認知程度與學習能力相較一般傳統學習環境差異更大,很難設計一套適當的教材來滿足大家的程度。尤其是即時線上學習的環境中,程度較高的學習者會因課程太容易而降低學習效率,程度較低的學習者更會因跟不上進度而降低學習興趣,甚至完全脫節。因此,本研究提出一種分流學習的模式,將學習者依其特有的概念圖來分類,然後教師就能夠針對不同概念圖的學習群設計其最適合的教材。首先,教師依該課程所需的先修概念設計一份考題,經過學習者的答題之後,利用條件機率取得概念之間的關係程度,然後利用此關係來修正學習者的概念熟習程度,即可測出其對該課程的先修概念的認知程度。本研究利用這些資訊來構築其概念圖,然後以這些概念圖進行學習群的分群,並依不同群的特性來調整課程教材及進度,以達到提升學習效率的目的。
In the virtual classroom, the cognitive level and learning ability of each learner is more difference than the traditional learning environment. It is difficult to prepare a suitable teaching material for the needs of all learners in virtual classroom. Particularly, for online learning in real time, the learners with higher abilities will have lower learning efficiency but the learners with lower abilities could not catch progress of the course. Therefore, in this research, we propose an influent learning model to improve learning efficiency of learners in virtual classroom. In this model, teacher prepares a set of examination questions which include all pre-concepts of the course. The concept map of each learner could be build from his (or her) answers. We obtain the relationship between pre-concepts using conditional probability of answers. Finally, our research uses the relationship to adjust the concept map. We distribute all learners to different influents based on the concept maps of learners. Thus, the teacher could adjust his (or her) teaching materials to fit the characteristics of learners in the variety of influents to improve the learners’ learning efficiency.