Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/35396
Title: 反思意願對學習動機之影響
Other Titles: 以使用網路化檔案評量系統為反思工具為例
Authors: 國立臺灣師範大學科技應用與人力資源發展學系
林俊宇
張基成
Issue Date: 1-Dec-2010
Publisher: 中國視聽教育學會
Abstract: 網路化檔案評量系統,可視爲新一代輔助反思的工具,因此本研究設計採用「準實驗研究設計之不等組前測-後測控制組設計」,研究對象是中部某技術學院附設學校71位高職生(實驗組35位;控制組36位),進行爲期10週的教學實驗之「網頁設計」課程,兩組反思活動各計7次。實驗組使用本研究自行發展的網路化檔案評量系統之反思機制反思,控制組使用紙本式檔案之學習單反思,並採用相同的反思策略、主題來觀察兩組對學習動機的差異,進一步透過反思內容分析評估學生反思意願,與使用系統之反思機制滿意度在交互影響下對學習動機的影響。本研究發現如下:(1)本研究發展系統之撰寫、編輯、引導等三項反思機制學生使用機制滿意度佳;(2)使用系統之反思機制比紙本式檔案反思更能促進學習動機的調整,其中學習動機子向度影響效果最好爲學科價值,其次爲自我效能;(3)使用系統之反思機制後在學習動機調整優於使用前,且使用後對反思掌握有助益;(4)使用系統之反思學習動機會因反思機制滿意度與反思意願兩者交互影響而影響;(5)使用系統之反思引導與撰寫機制滿意度越高,越易促進學科價值,而反思意願越高,較容易產生學習焦慮。
The study was a quasi-experiment with nonequivalent pretest-posttest control group design aiming to investigate the influence of Web Portfolio assessment system on the learning motivation. The participants were 71 students in a technical college. The treatment group (n=35) reflected on their learning using Web Portfolio assessment system, whereas the control group (n=36) suing traditional paper-based portfolio assessment. After 10 weeks practice, the quantitative analysis was carried out to compare the differences of reflection on the motivation between the groups. A content analysis was performed to evaluate the participants’ willingness for reflection, as well as the satisfaction with the Web Portfolio assessment system. The research results indicated that: (1) Students were satisfied with the mechanism of writing, editing, and guidance on the web system; (2) The Web Portfolio assessment system outperformed the paper-based portfolio assessment system in the observation on learning motivation. The task value exerts the highest motivation, followed by self-efficacy; (3) The learning motivation was enhanced by the using of the Web Portfolio assessment system; (4) Two subscales of motivation, the task value and study anxiety, were not influenced by the willingness for reflection and satisfaction with the system mechanism. However, the satisfaction with the writing and editing mechanism enhanced the task value. The higher the willingness for reflection, the higher the study anxiety; (5) In general, self-efficacy was influenced by the willingness for reflection and satisfaction with the system mechanism. The willingness for reflection had impacts on the satisfaction with system mechanism in terms of writing, editing, and guidance. Meanwhile, students of high willingness for reflection used guidance mechanism more often than writing mechanism.
URI: http://rportal.lib.ntnu.edu.tw/handle/77345300/35396
ISSN: 1019-6943
Other Identifiers: ntnulib_tp_E0201_01_016
Appears in Collections:教師著作

Files in This Item:
There are no files associated with this item.


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.