Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96807
Title: 混成式數位學習對高職電工機械之認知、技能、情意之影響效果
The Effects of Blended Learning on Electrical-Machinery Course of Vocational High School Student's Cognitive, Skill, and Affective
Authors: 張基成
Chang, Chi-Cheng
徐郁昇
Hsu, Yu-Sheng
Keywords: 混成式數位學習
自我覺知效果
電工機械
學習成效
Blended learning
Self-perceived effect
Electrical-machinery
Learning effect
Issue Date: 2010
Abstract: 本研究目的為探討混成式數位學習對電工機械的學習成效(包括學習成就與自我覺知效果)之影響。實驗對象為高職電機科二年級學生修習「電工機械」課程的兩班學生,實驗組學生三十三名與控制組三十二名。實驗組為混成式數位學習,控制組為傳統式學習,實施時間為期五週。結果顯示:ㄧ、混成式數位學習對於學生的學習成就無顯著影響。二、與傳統式學習相較之下,混成式數位學習對於學生的自我覺知效果有正面影響,達顯著的面向為認知最高,技能次之。三、接受混成式數位學習的學生在前、後「自我覺知效果(認知、技能、情意)」上有顯著差異。
This study examined the impact of Blended learning on electrical machinery learning, as measured by both learning achievement and self-perceived effects. The subjects were two classes of second-year vocational high school students who takes electrical-machinery course in the department of Electrical Technology. There were 33 students in an experimental group and 32 students in a control group. The experimental group used Blended learning and the control group used traditional learning. The experiment lasted for 5 weeks. The results were as follows: (1) Blended learning had no impact on learning achievement. (2) Compares with the traditional learning, Blended learning had a significant impact on self-perceived effects. These effects ranked in decreasing order of importance which are cognitive and skill. (3) There was a significant difference in self-perceived effect (cognitive, skill, and affective) for experimental group.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0696710457%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96807
Other Identifiers: GN0696710457
Appears in Collections:學位論文

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