高職冷凍空調科學生對「分離式冷氣機安裝」數位化教材之學習滿意情形研究-以臺北市內湖高工職校學生為例

Abstract

本研究以網路數位學習方式實施資訊科技融入冷凍空調實習「分離式冷氣機安裝」單元之教學。 目的在探討不同組別學生在網路數位學習與傳統教學環境下，對冷凍空調實習「分離式冷氣機安裝」單元學習成效之影響，並探討學生對網路數位學習活動的滿意程度及提供教學經驗供日後教師實施網路數位學習活動之參考。研究方法採準實驗研究法之不等組前後測設計，進行為期12週課的實驗教學。研究結果如下： 本研究方法採準實驗研究法之不等組前後測設計，進行為期12週課的實驗教學；其中實驗組同學共18人、控制組同學共17人。研究結果如下： 一、不同組別學生在傳統教學與網路數位學習教學環境下，其「分離式冷氣機安裝與實作」單元學科成績實驗組平均成績為81.3333與控制組平均成績為75.4706；整體而言實驗組成績較控制組來的高；因為實驗組可進行線上測驗不斷自我練習反而控制組只有上課紙筆測試練習時間較少相對成績稍差。 二、不同組別學生在傳統教學與網路數位學習教學環境下，其「分離式冷氣機安裝與實作」單元術科成績，控制組17人全部及格；實驗組18人中1位不及格；因此術科單元學習成績兩組無顯著差異。 三、不同組別學生在傳統教學與網路數位學習教學環境下，兩組學生對教師教材學習滿意度無顯著差異。 四、學生對網路數位學習教學持正面肯定態度，認為網路數位學習可以對學習內容產生深入瞭解，且反覆下載吸收知識；更能提昇學習動機。 五、學生認為MS PRODUCER教學平台，網路數位學習平台提供良好的教學環境結構，希望日後仍能繼續將網路數位學習應用於教學中。 六、學生認為單獨操作電腦進行網路數位學習是一件輕鬆容易的事，但在術科實務操作感覺實務純熟度不足；實務練習時間會被排擠減少。 本研究結果顯示，網路數位學習是值得推廣的資訊融入教學方式之一，建議教師在嘗試使用網路數位學習融入於教學時，應適時地參與互動討論。在學生方面，網路數位學習活動滿意度調查結果普遍呈正面態度，在教師方面建議製作出更多『單元化的數位化教材』讓教學活動更能生動活潑及學生居家學習、遠距教學、補救教學之用、更進一步學生經由數位化學習，馬上能有所領晤與線上學習；另一方面製作各種領域的多元化數位教材可以作為日後企業界徵才招考員工之用。 關鍵詞: 數位化教材教學、技能檢定、學習行為、數位學習、學習態度、學習滿意度、學習成效This study uses e-Learning to apply the information technology to the teaching of the unit “Installing the split-typed air-conditioner”.

The purpose of this study is to investigate how the practical training achievements of students from different groups on the unit “Installing the split-typed air-conditioner” would be influenced under e-Learning environment and traditional learning environment.. Also, this study investigates students’ satisfaction degree on e-Learning activities to offer teachers a reference when they carry them out later on. This research adapts pretest-posttest non-control-group quasi-experiment research to conduct the experimental teaching over the period of twelve weeks. There are 18 students in the experiment group (EG) and 17 in the control group (CG). The result is as below:

1. Under traditional learning and e-Learning environments, the average grades of students on the unit “Installing the split-typed air-conditioner” are 81.3333 of EG and 75.4706 of CG respectively. Overall, the grade of EG is higher than that of CG. This result is because that the students of EG could practice repeatedly through on-line tests while the students of CG have less practice time and they only have paper test in class.

2. Under traditional learning and e-Learning environments, the practical training grades on the unit “Installing the split-typed air-conditioner” show no obvious difference between both groups. The 17 students of CG all pass this test, and there is one fails to pass among the 18 students of EG.

3. Under traditional learning and e-Learning environments, both groups show no obvious difference towards the satisfaction degree on teachers and teaching materials.

4. Students have positive attitude towards e-Learning, and they think that help them to understand the learning content better. With absorbing knowledge repeatedly, their learning motifs would be raised higher.

5. Students consider that the MS PRODUCER teaching platform offers excellent teaching environment, and it should be continue to be applied to the teaching.

6. Students consider that individually operating computers to conduct e-Learning is easy and fun, but it does not offer enough practical operation on technical subjects.

According to this study, e-Learning is one of the information-based teaching methods which worth popularizing. Teachers are suggested to adequately partake in interactive discussion while trying to use e-Learning teaching method. As to students, they generally show positive attitude towards e-Learning activities. Teachers are suggested to produce more “e-Learning unit teaching materials” to make teaching activities vivid and lively and make it easier to pickup for students at home or for make-up teaching. Also, teachers can produce multi-e-Learning teaching materials in different fields for enterprises to recruit new employees.