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|Other Titles:||The Research and Verification of the Learning Strategy of Industry-oriented Electronic Instrument Skill|
Yea-Wen Kung, Yi-Jeng Huang, Nien-Tzu Hsieh
Department of Industrial Education, NTNU
|Abstract:||本研究在多元教學策略以情境學習（situational learning）與網路學習理論（e-learning）結合情境式網路學習策略（situational-based e-learning）為經緯，並與產業界合作進行「精密電子儀器」課程設計後進行實驗教學，以探討情境式網路學習策略成效與滿意度，以及探討不同先備知識的學習者在情境式網路學習成效差異比較。本研究對象為國立臺灣師範大學應用電子科技學系大學部三年級31位學生，進行「頻譜分析儀器情境式網路學習系統」為期22 週單一組前後測實驗教學後，進行「頻譜分析儀學習成就後測」、「頻譜分析儀學習技能測驗」和「情境式網路學習策略滿意度問卷」。本研究結果為1.情境式頻譜分析儀網路學習能有效提升學習者對頻譜分析儀的認知能力。2.情境式頻譜分析儀網路學習能有效導引學習者正確操作頻譜分析儀並縮短學習時間。3.低先備知識學習者經過頻譜分析儀網路學習後，在認知學習上進步幅度較高先備知識者大，但平均分數仍以高先備知識者較高；而在技能學習上，二者差異未達顯著水準；但低先備知識學習者卻略高於高先備知識者。4.情境式頻譜分析儀網路教學系統在「網頁介面設計」、「課程內容」、「情境故事設計」和「整體學習觀感」均達滿意程度。|
Under a diverse teaching strategy, this study combined situational learning and e-Learning with situational-based e-learning, and also cooperated with the industry for designing a “precision electronic instruments” course in order to discuss the effects and satisfaction of situational-based e-learning. Additionally, the study compared differences in situational-based e-learning results between learners with different prior knowledge. Aiming at 31 junior students at the Department of Applied Electronics Technology, NTNU, this study undertook a “Spectrum Analyzer Situational-based e-Learning System” program for 22 weeks. After pre-test and post-test with the same group, “Spectrum Analyzer Learning Post-Result Test”, “Spectrum Analyzer Learning Skill Test”, and “Questionnaire on Satisfaction with Situational-based e-Learning” were conducted. In this study, after a statistical analysis, the following results were as follows: 1.Situational-based e-learning on spectrum analyzers could effectively enhance learners’ cognition ability of spectrum analyzers. 2. Situational-based e-learning on spectrum analyzers could not only efficiently guide learners to correctly operate spectrum analyzers but also shorten their learning time. 3. After the spectrum analyzer e-Learning, learners with low prior knowledge made more progress than their counterparts with higher prior knowledge, while average scores of learners with high prior knowledge were significantly higher compared with those of learners with low prior knowledge in terms of cognition learning; however, in terms of average scores, although there were no significant differences between them in scores of practical skill, while the latter spent a little less time on the practice significantly. 4.Situational-based e-learning on spectrum analyzers reached a level of satisfaction in “Web interface design”, “course content”, “situational story design” and “overall learning view”.
|Appears in Collections:||技術及職業教育學報|
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