一人一機合作學習環境的學習效益探討
Abstract
本研究主要目的是建置一個一人一機的學習環境，以輔助合作學習策略的實施，並進一步探討環境的應用成效。研究採用準實驗研究法，參與者為臺北市某國小五年級 8 個班共 240 位學生；其中 4 個班為實驗組，共 123 人；4 個班為控制組，共 117 人。研究的自變項為學生在合作學習活動中是否使用一人一機學習環境，依變項為學生的學習成就與學習態度。
研究結果發現，學生使用一人一機學習環境與否對學習成就並無影響，但對學生的學習興趣有正面的提昇。此外，一人一機學習環境有下列之效益：(1)可以利用廣播軟體增進教學之管理；(2)能有效支援合作學習活動實施；(3)對於學生的學習歷程很有幫助。
建議使用一人一機學習環境進行合作學習活動時，學生應具備基本的資訊科技素養，而教師也應具備相關的資訊能力。後續研究可以進一步探討一人一機學習環境在不同科目與年段的應用，增加教學實驗的時間，並以質性研究方法瞭解師生的互動行為。
The purpose of this study was to investigate the effects of 1:1 learning environment on collaborative learning. The quasi-experimental design was conducted in the study. The participants of the study were 240 fifth grade students, with 123 students in experimental group (1:1 learning environment) and 117 students in control group (traditional environment). The independent variable of the study was the learning environment, whereas the dependent variables were students’ achievement scores and attitudes toward learning. The data analysis results showed that there was no significant difference between the experimental group and control group in terms of achievement scores and most attitude items; however, the experimental group demonstrated higher interests in learning activities. Furthermore, we found our implemented 1:1 learning environment benefited instructional management, effectively supported collaborative learning activities, and facilitated students’ learning process. It is suggested that both students and teachers need to have basic ICT skills to effectively using 1:1 learning environment. Further studies should explore the effects of 1:1 learning environment with longer period of experiment, on different learning subjects and different grade levels, and on interactions between students and teachers.
The purpose of this study was to investigate the effects of 1:1 learning environment on collaborative learning. The quasi-experimental design was conducted in the study. The participants of the study were 240 fifth grade students, with 123 students in experimental group (1:1 learning environment) and 117 students in control group (traditional environment). The independent variable of the study was the learning environment, whereas the dependent variables were students’ achievement scores and attitudes toward learning. The data analysis results showed that there was no significant difference between the experimental group and control group in terms of achievement scores and most attitude items; however, the experimental group demonstrated higher interests in learning activities. Furthermore, we found our implemented 1:1 learning environment benefited instructional management, effectively supported collaborative learning activities, and facilitated students’ learning process. It is suggested that both students and teachers need to have basic ICT skills to effectively using 1:1 learning environment. Further studies should explore the effects of 1:1 learning environment with longer period of experiment, on different learning subjects and different grade levels, and on interactions between students and teachers.
Description
Keywords
一人一機, 一對一, 合作學習, 學習成就, 學習態度, 1:1 learning environment, One to one computing, Achievement, Attitude