MicroLearning: 以電腦中介之微任務推薦輔助主動式學習

MicroLearning: Supporting Active Learning in Classroom with Computer Mediated Micro Activities

施博瀚(Shih, Po Han)

指導教授 ： 王浩全

國立清華大學/電機資訊學院/資訊系統與應用研究所/碩士(2015年)

https://doi.org/10.6843/NTHU.2015.00438

摘要

為了鼓勵學生在課堂上主動向老師發問、表達個人意見。國內的中、小學開始提供智慧型手機和平板等行動載具給學生使用。希望藉由科技產品的輔助，促進學生和老師之間進行交流。然而缺乏應用軟體和行動裝置進行整合，其智慧型載具的功能往往侷限於把 “教學內容數位化”等硬體升級的用途。無法因通訊科技導入課堂，促使同學透過手機或平板主動向老師提問、將師生之間的“互動數位化”。
本研究提出一個即時課堂互動系統的手機應用程式，我們稱之為MicroLearning。以”老師和學生產生即時交流、卻不佔據老師所規劃好的教學進度”的概念，每個互動封裝成“難易適中、學生皆能在短時間內完成”的微任務，老師可依照教學目的利用平板發送 “選擇題”、“促使學生進行提問”等互動內容到學生的手機上，讓全班同學一同參與討論。透過檢視學生的回答情形和交換彼此的看法，老師能確切掌握學生目前的學習進度；學生在參與互動、和老師對話的過程中，養成主動表達意見、和老師同儕之間交換學習心得的習慣。
我們實際在大學的研究所課程中進行為期約十個禮拜的實驗，藉由實地導入MicroLearning於教學環境並從旁觀察課堂師生之間的互動情況下，驗證MicroLearning所提供個人化的溝通管道，能幫助學生改變學習態度，更主動參與課堂活動。實驗結果指出學生在使用MicroLearning和老師互動之後，對老師的上課內容更感興趣並且願意和同儕之間討論與課程有關的話題。最重要的是透過MicroLearning的輔助，學生開始在課堂上向老師主動提問、發表個人意見。

關鍵字

即時回饋系統 ； 電腦輔助教學 ； 課堂互動 ； 行動式學習

並列摘要

To encourage students to take initiative ask questions, express self-opinions in class, domestic elementary and junior high school starts to equip with tablet or smart phone in class, aiming to provide a rapid bi-directional channel for students to communicate with teacher. However, without integrates a well-designed mobile application, the efficacy of handheld devices is limited to digitalize course materials. It is still hard to facilitate student actively engaged by conducting educational technologies.
In this paper, we proposed an instant response system called “MicroLearning”. In concept of “build an instant interaction between teacher and students without occupying too much lecture schedule”. Every classroom interaction as a “limited expertise and student can be done in short time” task, such as: “multiple- choice question” 、 “an open-ended discussion with hints”. According to different teaching purpose, lecturer can send it to student’s mobile devices and wait for reply. In the process of participating micro class activities, teacher can know the level of student’s understanding and adjust lectures by their instant feedbacks. The other hand, students can learn how to cooperate with peers and express their personal opinions to lecturer.
We conduct a 10 weeks’ experiment in a graduate course, which consists of class observation and system deployment, aiming to evaluate our instant response system can support active learning for students in higher education field. From the perspective of quantitative and qualitative point of view, the results indicated that students are feel more interested in the content area of this course and like to share more content-related discussions with peers. More importantly, they start to take the initiative of asking questions with computer-mediated assistance.

並列關鍵字

Instant Response System ； Computer Assisted Instruction ； Classroom Interaction ； Mobile Learning

參考文獻

黃鈺雯 (2004)。淺談班級中師生互動關係。教師之友，45(2)，51-58

陳家慧 (2005)。數位化評量系統融入低年級數學科教學之行動研究-以按按按為例。國立台北師範學院數學教育研究所，未出版論文。

楊致慧 (2013)。科技大學英文課堂師生互動量表之編製，南台人文社會學報 2013年11月第十期 ，1-28。

Holzer, A., Govaerts, S., Vozniuk, A., Kocher, B., & Gillet, D. (2014). SpeakUp in the Classroom: Anonymous Temporary Social Media for Better Interactions. In CHI’ Extended Abstracts on Human Factors in Computing Systems (pp. 1171-1176). ACM.

Johnson, D. W., Johnson, R.T., & Stanne, M. B. (2000). Cooperative learning methods: A meta analysis.