網路同步學習對不同學習風格學生科技概念學習之影響

Abstract

本研究旨在探討網路同步學習對不同學習風格學生科技概念學習成效的影響。為達成研究目的，首先經由文獻探討之後，採準實驗研究法設計。以台灣師範大學科技應用與人力資源發展學系大一及大三學生共56人為研究對象，進行四週的教學實驗，一班為實驗組，進行網路同步教學；另一班為控制組，進行傳統教學，本研究所使用的研究工具包含：「Kolb學習風格量表」、「科技概念量表」。經單因子共變數分析與雙因子共變數分析，得到以下研究結果： 一、不同教學方式，對大學生的科技概念學習之表現並無顯著差異。 二、在不同學習風格對科技概念學習之表現並無顯著差異。 三、在學習風格與教學方法的交互作用方面，不同學習風格的大學生與不同教學方法，對大學生科技概念學習成效沒有交互作用效果。

The purpose of this study was to explore the effects of learning styles on technology concept learning in online synchronous learning. There were 56 students of two groups participated in this study for four weeks. The experimental group was taught through synchronous e-learning, while the control group was taught through traditional teaching strategy. The instruments which were used included ”Kolb learning style Scales“ and ”Technology concepts Scales”. To achieve the purpose, One-way ANCOVA and Two-way ANCOVA were adopted to analyze those data collected in the experiment. The major results of this research were as follows: 1. There was no significant difference in university student's performance of technology concepts learning between two groups. 2. There was no significant difference caused by different learning styles in university student's performance of technology concepts learning. 3. There was no interactive effect between learning styles and learning strategies on university student's performance of technology concepts learning.