Implementing Situated Learning Theory into E-Learning: Vocational Special Education Students' Learning Outcomes

情境學習理論應用於數位學習對高職特教班學生學習成效影響之研究

鄭友超(Yoau-Chau Jeng) ； 呂淑娟(Shu-Chuan Lu) ； 林宏旻(Hong-Min Lin)

《數位學習科技期刊》 2卷3期 (2010/09) Pp. 100-119

摘要

The purpose of this study was to explore the learning outcome of vocational special education students with the teaching strategy of ＂Combining Situated Learning Theory with E-learning＂, as well as the opinions of experimental group students toward E-learning. Using the class as a unit, the students were divided into two groups: the experimental and control group. Students in both groups took the pretest and posttest about learning achievement and motivation. After 8 weeks of the experiment, the data collected was statistically analyzed with pretest score as covariance and conducted a one-way ANCOVA analysis. Finally, the researchers conducted the questionnaire survey to determine the opinions of the experimental group students on the combination of situational learning and E-learning. The results indicated that using the teaching strategies for ＂Combining Situated Learning Theory with E-learning＂, the achievement and motivation were significantly better than with traditional teaching methods. Students had good results in retention after E-learning. At the same time, the experimental group students positive attitude toward E-learning.

關鍵字

Distance education ； Improving classroom teaching ； Post-secondary education ； Teaching strategies

並列摘要

本研究旨在探討「結合情境學習理論之數位學習」教學策略應用於高職特教班學生之學習成效，以及瞭解實驗組學生對數位學習的看法。本研究採不等組前後設計，以某國立高職綜合職能科學生為研究對象，以班級為單位隨機分派一班為實驗組；一班為控制組。兩組學生均接受「學習成就」、「學習動機」前測、後測。經過8週實驗教學後，將實驗資料進行統計分析，以前測分數為共變數，對研究對象進行單因子共變數分析。教學實驗結束後兩週，再對實驗組學生檢驗保留成效。最後對實驗組學生進行學後問卷調查，了解實驗組學生對結合情境學習之數位學習的看法及意見。研究結果顯示採「結合情境學習理論之數位學習」教學策略，在學習成就、學習動機方面，顯著優於傳統教學法，且學生在學習後有良好的保留效果。同時實驗組學生對於數位學習教學方式持肯定態度。

並列關鍵字

遠距教育 ； 改善班級教學 ； 後中等教育 ； 教學策略

參考文獻

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