Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/90452
標題: The Promotion of Active Learning by OpenCourseWare -A Case of a Calculus Course
開放式課程對於學生主動學習能力提昇之研究 -以微積分網路課程為例
作者: 彭敬凱
Ching-Kai Peng
關鍵字: 開放式課程;翻轉教室;主動學習;OpenCourseWare;Flipped Classroom;Active Learning
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摘要: 
Knowledge circulates all over the world rapidly in this advanced network age. The circulation of OpenCourseWare let the students in different schools learn all kinds of educational resource. One of the differences in learning outcomes between OpenCourseWare and traditional education is the capability of active learning. This study is designed to find the strong capabilities of active learning and generalize them, in order to make students learn more efficiently by using OpenCourseWare.
Through the theorems of Piaget, Walton's theorem of Problem-based Learning, Harter's theorem of Goal-orientation Learning and the MSLQ, we identify three different types of active learning, such as Problem-based Learning, Intrinsic Goal-orientation Learning and Extrinsic Goal-orientation Learning.
The study is based on the pre-course of calculus from National Chung Hsing University OpenCourseWare, since calculus is a basis course of mathematic in university and has a strong connection with high school math. In the other way, the freshmen must have the capability of active learning to pass the pre-course of calculus without some direct educational environment such as teachers and classrooms, which they are familiar with.
After the analysis of statistics, we generalize the properties of active learning and find that Problem-based Learning and Intrinsic Goal-orientation Learning promote the learning outcomes of OpenCourseWare, which will help students to pass the pre-course more efficiently. Also, By using Problem-based Learning and Intrinsic Goal-orientation Learning, it improves the problems caused by passive-learning in classroom.

現今為一個網路科技發達的時代,知識迅速傳遞於世界各地,而開放式課程的推廣,更能讓不同地區的學習者獲取各式教育學習資源。其中,開放式課程與傳統教育模式的學習差異,主要仰賴於學習者本身主動學習特質。於是,尋找出有效果的主動學習特質成為提昇開放式課程成效重要目標。
本研究利用學習問卷與訪談結果歸納出各種不同的主動學習特質,使更多學生能夠利用線上影音課程來進行有效學習。透過皮亞傑的認知建構學習理論、Walton 的問題導向學習理論、Harter 的目標導向學習理論以及 MSLQ 模式,將主動學習特質分為問題導向式、內在目標導向式以及外在目標導向式,並以國立中興大學暑期線上微積分先修課程進行探討。基於微積分為大學數學基礎之學科,並向下承接高中數學,因此採用線上微積分先修課程作為研究目標。另一方面,對於剛入大學的學習者,由於缺少學校及老師等直接的教學環境,更必須具備主動學習能力及特質,遂本研究針對此門線上先修課程進行分析。
經過線性迴歸、ANOVA 以及 T 檢定等統計分析的數據,歸納出有助於自主學習的特質,並能進一步通過課程。結果發現,「問題 (自我) 導向的主動學習特質」以及「內在目標導向的主動學習特質」確實能提昇學習者在開放式線上課程學習成效,而且較其他主動學習特質更能有效通過課程。藉由使用「問題 (自我) 導向的主動學習特質」以及「內在目標導向的主動學習特質」,能有效增強學生參與線上開放式課程並提昇學習效果,改善過去習慣於教室的被動式學習所產生的問題。
URI: http://hdl.handle.net/11455/90452
Rights: 同意授權瀏覽/列印電子全文服務,2017-08-12起公開。
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