請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/59147
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 康仕仲 | |
dc.contributor.author | Yi-Fen Li | en |
dc.contributor.author | 李奕芬 | zh_TW |
dc.date.accessioned | 2021-06-16T09:16:45Z | - |
dc.date.available | 2018-07-27 | |
dc.date.copyright | 2017-07-27 | |
dc.date.issued | 2017 | |
dc.date.submitted | 2017-07-13 | |
dc.identifier.citation | Arbaugh, J. B. (2000). Virtual classroom versus physical classroom: An exploratory study of class discussion patterns and student learning in an asynchronous Internet-based MBA course. Journal of management Education, 24(2), 213-233.
Azevedo, R., & Aleven, V. (2013). Metacognition and learning technologies: an overview of current interdisciplinary research. In International handbook of metacognition and learning technologies (pp. 1-16). Springer New York. Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1-18). Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. Brockett, R. G., & Hiemstra, R. (2011). Self-direction in adult learning: Perspectives on theory, research, and practice. New York, NY: Routledge. Brookfield, S. (2005). Self-Regulated Learning: From Theory to Practice. San Francisco, CA: Jossey-Bass. Caffarella, R. (2013). Self-regulated learning. New Directions for Adult and Continuing Education, 57, 25-35. Chan, D. (2009). So why ask me? Are self-report data really that bad. Statistical and methodological myths and urban legends: Doctrine, verity and fable in the organizational and social sciences, 309-336. Cho, M. H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290-301. Coe, R. (2002). Meta-analysis in social research. Beverly Hills, CA: Sage Publications. Confessore, S. J., & Kops, W. J. (1998). Self‐directed learning and the learning organization: Examining the connection between the individual and the learning environment. Human Resource Development Quarterly, 9(4), 365-375. Duff, A. H., Rogers, D. P., & Harris, M. B. (2006). International engineering students—avoiding plagiarism through understanding the Western academic context of scholarship. European journal of engineering education, 31(6), 673-681. Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse education today, 21(7), 516-525. Gall, M. D., Borg, W. R., & Gall, J. P. (2012). Educational research: An introduction (7th ed.). White Plains, NY: Pearson/Allyn & Bacon. Greene, J. A., & Azevedo, R. (2010). The measurement of learners’ self-regulated cognitive and metacognitive processes while using computer-based learning environments. Educational psychologist, 45(4), 203-209. Greene, J. A., & Azevedo, R. (2010). The measurement of learners’ self-regulated cognitive and metacognitive processes while using computer-based learning environments. Educational psychologist, 45(4), 203-209. Gibson, I. S. (2003). From solo-run to mainstream thinking: project-based learning in engineering design. European Journal of Engineering Education, 28(3), 331-337. Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66. Hinkle, D.E., Wiersma, W., & Jurs, S.G. (1998). Statistics for the behavioral sciences, (4th ed.). New York, NY; Houghton Mifflin. Huck, S.W. (2000). Reading statistics and research, (3rd ed.). Menlo Park, CA: Addison Wesley Longman, Inc. Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18-33. Knight, J., (2007) Internationalisation of higher education: a conceptual framework. In J. Knight & H. de Wit (Eds.), Internationalisation of Higher Education in Asia-Pacific Countries, European Association for International Education. Ladd, P.D. & Ruby, R., (2009). Learning environment and adjustment issues for international students. Journal of Education for Business, 74, 363-367. Lemckert, C. (1999, July). Improving the delivery of problem/project-based learning in a traditional teaching environment. In Proc. 2 nd Asia-Pacific Forum on Engineering & Technology Education (pp. 149-152). Maltby, J., Lewis, C., & Hill, A., (2000). Commissioned Reviews of 250 Psychological Tests. Wales, U.K.: Edwin Mellen Press. Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218. Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35, 157-170. Peterson, A. D. C. (1971). A hundred years of education. Duckworth Publishers. Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. The American Journal of Distance Education, 22, 72-89. Ribeiro, L.R.C. & Mizukami, M.G.N., (2005). Problem-based learning: a student evaluation of an implementation in postgraduate engineering education. European Journal of Engineering Education, 30, 137–149. Sankaran, S. R., & Bui, T. (2001). Impact of learning strategies and motivation on performance: A study in web-based instruction. Journal of Instructional Psychology, 28(3), 191-198. Toft, Y., Howard, P. & Jorgensen, D., (2003). Human-centred engineers – a model for holistic interdisciplinary communication and professional practice. International Journal of Industrial Ergonomics, 2003, 31, 195-202. Tompson, H.B. & Tompson, G.H., (2006). Confronting diversity issues in the classroom with strategies to improve satisfaction and retention of international students. Journal of Education for Business, 72, 53-57. Topper, A. (2007). Are they the same? Comparing the instructional quality of online and face‐to‐face graduate education courses. Assessment & Evaluation in Higher Education, 32(6), 681-691. Tsai, C. W., Shen, P. D. & Tsai, M. C. (2011). Developing an appropriate design of blended learning with web-enabled self-regulated learning to enhance students' learning and thoughts regarding online learning. Behaviour & Information Technology, 30, 2, 261–271. Wan, T. Y., Chapman, D. W., & Biggs, D. A. (1992). Academic stress of international students attending US universities. Research in Higher Education, 33(5), 607-623. Wanner, T. & Palmer, E. (2015). Personalising learning: exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education 88: 354-369. | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/59147 | - |
dc.description.abstract | 在數位教育與大規模開放式線上課程研究中,如何均衡地調配線上與實體活動設計是整合線上課程於實體教室時的重要挑戰之一。因此,本研究旨在開發一套創新教學方法與學習模式,將線上學習與實體協助作最適配結合,以達到學生學習的最大成效。經過兩年間由教學實務的反思與學習成效數據的分析,我們提出「引導軟教室」的創新學習模式,強化自我調節機制與師-生實體課程互動,由以下三個階段實施。首先,透過「期初訪談階段」瞭解學生的學習目標與學習行為,且讓學生宣告他們的學習承諾,以為自己的學習負責。再者,「引導階段」藉由研究者開發的「資料-視覺-判釋」模型,透過彙整、視覺化線上學習資料進行學習進度的監測,定義學習進度指標,每週依指標找出學習進度落後、需要輔導的學生,進而提供引導的建議。最後,「評估階段」在經由焦點團體訪談與資料分析得以評估其成效。此研究分別於2015年(38位學生)與2016年(41位學生)的工程圖學課程進行教學模式的實行與資料收集。首先比較三次考試成績,三次考試成績隨著課程難度增加,兩年的成績都呈現退步的跡象;但比較退步的幅度下,2015年退步百分之33.10,而2016年退步百分之15.56,明顯在實施引導軟教室下之退步幅度較緩。並且2016年之期末考成績平均為71.98,較2015年的61.32增加百分之17。另外透過問卷收集,共有百分之90的學生喜好引導軟教室的學習模式。本研究所提出的學習模式是奠基於科技的輔助、教師豐富的實務經驗與對課程設計的掌握,目標在不斷優化大學工程教育學習成效,並提出有助於教學與研究的未來發展方向。 | zh_TW |
dc.description.abstract | The decisions on the proportion-distribution of online and in-class activities is one of the main challenges for integrating online learning into conventional courses in digital-based learning and MOOCs studies. Thus, the current research aimed to develop an innovative instructional approach and learning model with the optimum harmony of online learning and physical facilitations for maximize the learning effectiveness. After a two-year continuous improvement of instructional approach, we proposed a new learning model, guided soft classroom, which was developed by self-regulation learning in the online learning platform while three main phases of physical interactions in the campus course. First, to conduct an intake interview to understand students’ goal-setting and leaning behavior. Students were asked to make commitments and declare their responsibilities. Second, a guidance phase monitored the effect upon the learning progress by the Data-Visual-Judgment (D-V-J) model through summarizing and visualizing the online learning data, and then further provided facilitation sessions. Last, the effectiveness was validated by focus group interview and data analysis in the evaluation phase. This research was validated by examination the intervention effects from an engineering graphic course in 2105 and 2016, with 38 and 41 participants, respectively. The results revealed that the variations of three-time examinations were declined in both year, due to the increased course difficulties. However, the regressions of three-time examinations were -33.10% and -15.56% in 2015 and 2016. Moreover, the average grade of final exam was 71.98 in 2016, which was 17% higher than 61.32 in 2015. In addition, 90% students preferred this model. Follow-up guidance plans that optimized its effectiveness and applications are further discussed. This research set up a milestone for future blending online and conventional classroom instructions. | en |
dc.description.provenance | Made available in DSpace on 2021-06-16T09:16:45Z (GMT). No. of bitstreams: 1 ntu-106-R03521620-1.pdf: 2204982 bytes, checksum: 0fbe17afcd7b02c4854485ac5f84f419 (MD5) Previous issue date: 2017 | en |
dc.description.tableofcontents | 致謝 i
中文摘要 ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF FIGURES vi LIST OF TABLES viii 1. BACKGROUND 1 2. RELATED WORKS 7 2.1. Innovative Learning in Civil Engineering Education 7 2.2. Self-Regulated Learning and Effective Learning 8 3. METHODOLOGY 11 3.1. Overall Design of Guided Soft Classroom 11 3.2. Intake Interview Phase 12 3.3. Guidance Phase 13 Step 1: Data Modeling 14 Step 2: Visual Exploration 17 Step 3: Instrument Judgement 19 3.4. Evaluation Phase 25 3.5. Measures 26 4. VALIDATION IN PRACTICE 27 4.1. Course design 27 4.2. Participants 28 4.3. Procedure 28 4.3.1. Intake Interview Phase 29 4.3.2. Guidance Phase 29 5. STATISTICAL VALIDATION AND DISCUSSIONS 40 5.1. Validation 40 Students’ performance 40 Students’ preference 47 5.2. Discussion 48 Students’ feedback 48 Students’ experience 51 6. CONCLUSIONS AND FUTURE WORKS 53 7. REFERENCE 55 | |
dc.language.iso | en | |
dc.title | 引導軟教室,新型態線上課程與實體教室之整合 | zh_TW |
dc.title | Guided Soft Classroom, a New Model for Integrating Online Learning into Conventional Courses | en |
dc.type | Thesis | |
dc.date.schoolyear | 105-2 | |
dc.description.degree | 碩士 | |
dc.contributor.coadvisor | 曾敬梅 | |
dc.contributor.oralexamcommittee | 楊鎮華,邱瓊慧 | |
dc.subject.keyword | 自我調節學習,線上學習,引導教學,翻轉教室,資料視覺化, | zh_TW |
dc.subject.keyword | Self-regulated learning,online learning,guidance instruction,flipped classroom,data visualization, | en |
dc.relation.page | 57 | |
dc.identifier.doi | 10.6342/NTU201701512 | |
dc.rights.note | 有償授權 | |
dc.date.accepted | 2017-07-13 | |
dc.contributor.author-college | 工學院 | zh_TW |
dc.contributor.author-dept | 土木工程學研究所 | zh_TW |
顯示於系所單位: | 土木工程學系 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
ntu-106-1.pdf 目前未授權公開取用 | 2.15 MB | Adobe PDF |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。