不同比例混成學習模式在高職電子學之教學成效研究
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2013
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本研究旨在探討不同時間比例之混成學習在高職專業科目『電子學』的教學成效，同時探討不同學習風格的學生，在不同時間比例的混成教學中，何者具最佳學習成效。實驗結果將對現階段的混成學習策略提出改進建議。
本研究採用不等組的準實驗研究法，以台北市某高職控制科一年級兩班學生作為實驗對象，其中一班從頭到尾均以傳統講述法上課，另一班則分三個階段，分別以3:1、2:1、1:1時間比例對學生進行混成教學實驗。實驗組按照學習風格又分為四組，以觀察不同學習風格的學生在不同比例的混成學習中學習成效的差異。
經過一個學期共18週的實驗教學。於三次段考前後，對實驗組與控制組學生實施『學前測驗』與『學後測驗』。測驗後經統計分析其教學成效，發現兩組學生的學習成效差異達到顯著水準。同時，在學生學習進步率的面向中，以2:1的混成學習模式具最佳效果，其次1:1，再次3:1。而在學習風格面向中，以同化者在2:1的混成學習模式具有最佳效果。因此，證實採用以2:1混成教學模式的教學成效，確實優於傳統式的教學模式，特別對於具有同化者學習風格的學生成效最好。
The purpose of this study is to investigate the different time proportion of blended learning effectiveness ofteaching and learning in the vocational electronics subject. At the same time to investigate the different learning styles of students who study in the proportion of blended learning in different time. Experimental results blended learning strategy at this stage will be to make recommendations for improvement. We use nonequivalent groups quasi-experimental research design in this study and implementing blended learning strategy in two class student who studying in the taipei vocational control division first grade. One of classes from start to finish were implemented traditional teaching, the other classes students were implemented 3:1、2:1、1:1 time proportion of blended learning experiments. The experimental group was divided into four groups according to the learning style differences in order to observe the effectiveness of the different learning styles of students learning in a blended learning in different proportions. After a semester of 18 weeks of experimental teaching. Students in the experimental group and the control group have three monthly tests which pre-test and post-test.After testing, we statistics to analyze the effectiveness of teaching and learning, and found that the effectiveness of the two groups of students learning differences reached the level of significance and 2:1 get the best results then 2:1 and 1:1 blended learning strategy.Student who was assimilator learning style get the best outcome in 2:1 time proportion of blended learning. Therefore, it is confirmed the effectiveness of teaching and learning in a 2:1 blended learning mode, and indeed better than the traditional teaching mode, particularly for the effectiveness of the assimilator learning style of students best.
The purpose of this study is to investigate the different time proportion of blended learning effectiveness ofteaching and learning in the vocational electronics subject. At the same time to investigate the different learning styles of students who study in the proportion of blended learning in different time. Experimental results blended learning strategy at this stage will be to make recommendations for improvement. We use nonequivalent groups quasi-experimental research design in this study and implementing blended learning strategy in two class student who studying in the taipei vocational control division first grade. One of classes from start to finish were implemented traditional teaching, the other classes students were implemented 3:1、2:1、1:1 time proportion of blended learning experiments. The experimental group was divided into four groups according to the learning style differences in order to observe the effectiveness of the different learning styles of students learning in a blended learning in different proportions. After a semester of 18 weeks of experimental teaching. Students in the experimental group and the control group have three monthly tests which pre-test and post-test.After testing, we statistics to analyze the effectiveness of teaching and learning, and found that the effectiveness of the two groups of students learning differences reached the level of significance and 2:1 get the best results then 2:1 and 1:1 blended learning strategy.Student who was assimilator learning style get the best outcome in 2:1 time proportion of blended learning. Therefore, it is confirmed the effectiveness of teaching and learning in a 2:1 blended learning mode, and indeed better than the traditional teaching mode, particularly for the effectiveness of the assimilator learning style of students best.
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混成學習, 學習成效, 學習風格, blended learning, learning effectiveness, learning styles