鷹架學習輔導在網路學習之應用研究

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題名:
鷹架學習輔導在網路學習之應用研究
著者: 翁培津; Ueng, Pei-Jin
林奇賢; Chi-Syan Lin; 資訊教育研究所碩士班
主題: 網路學習。; 合作學習; 鷹架學習理論; 學習輔導; Learning Support; Networked Learning; Collaborative Learning; Scaffolding
描述: 本研究之目的，係在於利用主題探索式網路學習課程，建置提示式學習輔導與鷹架式學習輔導等兩種學習輔導型態，並探討鷹架式學習輔對於網路學習的影響。在實驗期間所收集的資料，主要是為了探討不同學習輔導型態對學習行為與學習成效的影響。本研究依據學習者在學習活動中的記錄，分別進行獨立樣本單因子變異數分析、平均數t考驗及百分比同質性考驗等統計方法進行研究分析。茲將本研究之結論歸納如下：一、使用鷹架式學習輔導之學習者與使用提示式學習輔導之學習者在系統停留時間上有顯著的差異。二、鷹架式學習輔導之學習者與使用提示式學習輔導之學習者，其學習路徑是不同的。三、鷹架式學習輔導之學習者在學習工具的使用次數上多於提示式學習輔導之學習者。四、鷹架式學習輔導之學習者在學習成效上優於提示式學習輔導之學習者。依據研究結果，本研究並進一步提出對未來研究上的建議，期盼能做為日後研究者之參考。
The purpose of the study is to investigate the significance of scaffolding learning support in networked learning environments. A theme-based online course that is implemented with two types of learning supports: direction and scaffolding is created for the study. The experimental data are collected for investigating the difference between two types of learning supports in terms of learners’ learning behaviors and learning performance.Statistic method such as the ANOVA , t-test , Chi-square test of homogeneity of proportions are applied for analyzing the collected data. The result of study reveals that：1. There is significant discrepancy on the scale of time in using system between two groups. Obviously, learners in scaffolding group stay in system longer than learners in direction group do.2. The learning paths of two groups are difference.3. Learners of scaffolding group use learning tools more frequently than learners of direction group do.4. Learning performance in scaffolding group is significantly better than direction group.There are several suggestions for future studies in the end of the thesis based on the experience and results of this study.
碩士
建立日期: 2002
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5018
資源來源: NUTN IR

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鷹架學習輔導在網路學習之應用研究

翁培津; Ueng, Pei-Jin 林奇賢; Chi-Syan Lin; 資訊教育研究所碩士班 2002

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