WebQuest學習課程在大學生學習成效及學習滿意度之個案研究-以學習風格為核心

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Title:	WebQuest學習課程在大學生學習成效及學習滿意度之個案研究-以學習風格為核心
Other Titles:	A study of college students' learning effectiveness and satisfaction of WebQuest curriculum - an analysis based on learning style
Authors:	樊修容;Fan, Hsiu-jung
Contributors:	淡江大學教育科技學系碩士班黃雅萍;Huang, Ya-ping
Keywords:	WebQuest;學習風格;混成學習;WebQuest;Learning style;blended learning
Date:	2008
Issue Date:	2010-01-11 00:27:31 (UTC+8)
Abstract:	本研究旨在以「模擬學習」為教材內容，設計一個結合 WebQuest 策略之混成學習課程，探討學習者學習風格的不同，在學習成效及學習滿意度上是否會有差異，及學習者對結合 WebQuest 策略的混成學習方式的看法為何。本研究採取個案研究法，以北部某大學Ｘ學系的大三學生為研究對象，為期五週，共計十五節課。研究過程中透過文件蒐集及訪談的方式，進行量化及質化資料的分析與討論，量化研究結果有以下發現：(1)與前測成績相比較，實驗教學後，學習者的後測成績有顯著的提升；(2)上站學習時間越長，模擬設計作業之成績越高；(3)模擬設計作業之成績與混成設計滿意度間有正相關。其他的發現有：(1)學習者喜歡到教室上線上課程；(2)同化型及發散型的學習者在省思觀察類型的任務表現良好；(3)同化型的學習者於執行任務時，偏好先歸納問題，再針對問題進行內容設計，花最多時間上站學習，也獲得較佳的學習成效；(4)調適型學習者喜歡同儕互動學習，但缺乏耐心；(5)聚合型及調適型的學習者喜歡實做，在合作學習的滿意度偏高；(6)發散型及同化型學習者覺得自己的進步來自於觀摩別人的作品，聚合型及調適型學習者覺得自己的進步來自於實做；(7)發散型及調適型學習者偏好較清楚詳盡的任務說明，最好提供範例。 The purpose of this research is to investigate/discusse if the differences of students’ learning style would make difference in learning effectiveness and satisfaction by blended learning curriculum with WebQuest strategy, which was taking “Simulation” as teaching materials. Also, this research discussed students’ feeling toward blended learning linked up with WebQuest strategy. In this study, case study method was adopted. The juniors of one college were selected for a fifteen hours over five-week curriculum. This research collected quantitative and qualitative data through the interview and survey of students’ opinions. The research finding included: (1) Students’ post-test grades were improved. (2) The longer the students learned in web-page, the higher grades of simulation design homework they got. (3) The grades of simulation design homework had positive correlation with blended learning satisfaction. Other research finding included: (1) Students preferred to learn e-learning class at school. (2) Assimilator and diverger performed well in thinking and observing task. (3) Assimilator preferred to generalize the problems first, and then design it according to these questions. Also, they got better grades because they spent the most time on e-learning. (4) Accommodator would like to learn with classmates, but lacked patience. (5) Converger and accommodator tended to practice by themselves. Their satisfaction degrees in co-operation were higher. (6) Diverger and assimilator felt that their improvements were come from observing others products. On the other side, the improvements of converger and accommodator were come from practice. (7) Diverger and accommodator preferred clearer task’s description. Besides, example-providing would be best.
Appears in Collections:	[Graduate Institute & Department of Educational Technology ] Thesis

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