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|Other Titles: ||Development and evaluation of the website for improving metacognition for college students|
|Authors: ||劉秀娟;Liu, Hsiu-chuan|
|Keywords: ||大學生;後設認知能力;學習網站;college student;metacognition skills;e-learning website|
|Issue Date: ||2010-01-11 00:31:46 (UTC+8)|
The study is applying the instructional principles for metacognition to build a college students’ e-learning website in order to improving metacognition skills. The subjects of the study were the University students from second semester in 2009 in a private University. The purpose of this study is to review the design stages of the e-learning website and survey the effect of the e-learning website for college students’ learning, and understand the relationship between their performances on course and metacognition skills. Furthermore, according to the outcomes of the survey, this study submits some suggestions for reference in assistance material of teaching or in supplyment material of commom courses and in future’s researches. A “pretest-posttest control group design” was employed to assign university students intentionally into an experimental group. Then only the experimental group was exposed to the online learning website for thirty minutes per session, and there were one session per week for four weeks. This research employed an evaluation test of metacognition skills to evaluate college students in both groups. All data collected were analyzed by the method of T test, one-way ANOVA and Pearson product-moment correlation. The outcomes are as follow:
1.The result shows significant positive transformation in the metacognition skills of the experimental group, and inconclusive in the control group by T test. There is a significant positive transformation in the student’s motivation and metacognition skills by one-way ANOVA, but there is no modulation since the least significant positive difference. After pairs comparison test, it shows inconclusive transformation in the metacognition skills between the groups.
2.There are also significant differences in the self-planning and self-controlling components of metacognition skills from the groups by T test. There is a approximately significant difference in the self-regulating component,but no significant difference in the self-evaluating component between the groups. By one-way ANOVA, it shows a positive transformation in the self-planning, the others show no significance in progress.
3.There is no significant positive correlation between the students’study performances and metacognition skills from the experimental group.
Based on the findings from this experimental testing and analyzing, they were summarized as follows:
1.The e-learning website for improving metacognition has been proved to improve student’s metacognition skills.
2.The principles of instructional design for improving metacognition are valuable for developing e-learning web-based materials.
3.It is effective in improving metacognition skills by manipulating a few of metacognitive strategies and implements.
4.The metacongintion skills of college students can be strengthened and trained by the web-based instruction, which is integrated with the metacognitive learning strategies.
In accordance with the findings of this research and comprehension during the construction process of the website, this study provides suggestions as references for the design and applying of e-learning web-based materials.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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