以多元互動式教學結合自我導向與合作學習於研究概論課程之應用與實踐

Application and Practice of Multi-Interactive Teaching Combined with Self-Directed and Cooperative Learning in a Research Methodology Course

蘇美禎(Mei-Chen Su)

《教學實踐與創新》 4卷1期 (2021/03) Pp. 79-124

https://doi.org/10.3966/261654492021030401003

摘要

有鑑於研究概論課程對初學者而言，較為抽象且不易理解，據研究者的授課經驗，有些同學表示研究概論像一門玄學，不易聽懂，且傳統教學方式亦難以引發學習興趣。本研究對象為107學年度二技一年級護理系55位在職進修學生，採單組前後測研究設計，以多元互動教學模式設計研究概論課程，運用於研究設計、抽樣、研究工具之信效度和研究過程寫作與批判等單元，以自我導向學習及合作學習為基礎，應用Zuvio即時回饋系統、Kahoot遊戲導向學習平臺及LINE群組等方式輔助教學；以小組討論、小組報告、學期成績、問卷調查、教學評量與質性資料等多元方式檢視學生的學習成效。從問卷分析結果顯示，多元互動教學運用前後，學生在自我導向學習能力及合作學習態度上顯著提升；由質性回饋分析顯示，學生認為「多元互動式教學可促進引發學習動機」、「透過LINE線上討論幫助釐清問題」、「使用即時回饋能即時評量吸收及理解程度」及「學習研究概論實用又有成就感」。與前一學年度採傳統教學的在職進修學期成績相較，結果顯示，使用多元互動教學的學期平均成績，顯著高於傳統教學組，且學生對於課程期末教學評量之平均得分亦顯著高於傳統教學組。整體而言，以多元互動式教學模式，創造一個靈活的研究概論學習情境，可提升護理系學生的學習動機、自我導向學習能力及合作學習態度。

關鍵字

合作學習 ； 多元互動式教學 ； 自我導向學習 ； 遊戲導向學習 ； 線上討論

並列摘要

Research methodology is abstract to and difficult to comprehend by beginners. According to the researcher's experience in teaching research methodology, some students expressed that research methodology is all Greek to them and that conventional teaching methods can barely excite their learning interest. In this study, participants comprised 55 freshmen completing the 2-year practicum program of the Department of Nursing in the 2018 academic year. The single-group pretest-posttest design was adopted as the research method. A multi-interactive teaching model was used to design a research methodology course with respect to lessons such as research design, sampling, reliability and validity of research instruments, and writing and criticism of research processes. Self-directed learning and cooperative learning were employed as the foundation combined with the use of real-time feedback system Zuvio, game-based learning platform Kahoot, and LINE groups to assist teaching. Group discussion, group reports, semester scores, questionnaire surveys, teaching assessment, and qualitative data were used to assess students' learning effectiveness. The results of questionnaire responses revealed that students' self-directed learning abilities and cooperative learning attitudes significantly increased following the implementation of multi-interactive teaching. Analysis results of qualitative feedback revealed that the students believed that ＂multi-interactive teaching enhanced learning motivation,＂ ＂online discussion based on LINE groups helped clarify problems,＂ ＂real-time feedback enabled absorption and comprehension of real-time assessment,＂ and ＂learning research methodology was useful and helped establish a sense of achievement.＂ Compared with the average semester scores of the students who received conventional teaching in the preceding academic year, those of the students who received multi-interactive teaching were significantly higher. In addition, the average scores on the end-of-semester teaching evaluation by students who received multi-interactive teaching were significantly higher than those by students who received conventional teaching. Overall, the multi-interactive teaching model could create a flexible scenario for learning research methodology to enhance nursing students' learning motivation, self-directed learning abilities, and cooperative learning attitudes.

並列關鍵字

cooperative learning ； multi-interactive teaching ； self-directed learning ； game-based learning ； online discussion