線上導師制結合互動式學習歷程檔案系統的評量標準及產學實證應用研究
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Date
2011-07-31
Authors
于俊傑
黃宜蕙
余鑑
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Abstract
線上導師制結合互動式學習歷程檔案系統的評量標準及產學實 證應用研究 The E-Mentoring with Interactive E-Portfolio Assessment Rubrics System and Empirical Application of university-industry 本三年期連續性研究之目的為： 一、建置、試用與形成性評估線上導師制結合互動式學習歷程檔案評量系統(第一年)。 二、建構與使用線上導師制結合互動式學習歷程檔案評量標準，並驗證其信、效度(第 二年)。 三、總結性評估系統功效，並以實驗研究檢測系統的使用對學習成效之影響 (第三年)。 第一年建置的「線上導師制結合互動式學習歷程檔案系統」可回答學習者在線上學 習的疑問，並依適當的指引逐步完成學習歷程檔案的製作，每人的檔案格式與內容項目 相同，方便教師評量之用。建構系統完成後，先行於企業界員工試用。並運用科技接受 模型2(Technology Acceptance Model, TAM2)對員工的使用系統情形進行調查，以結構方 程模式進行分析，瞭解企業員工的使用行為。 第二年透過文獻分析、專家討論、預試等過程建構線上導師制結合互動式學習歷程 檔案評量標準，並以科技大學中的學生為教學實驗對象。實驗結束後，蒐集檔案評量資 料並進行統計分析，以檢驗檔案評量標準與評量方式之信、效度。並運用數位學習持續 使用意圖(e-learning continuance intention)模型來調查學習者利用線上導師制結合互動式 學習歷程檔案的使用意願情況。 第三年除了總結性評估系統的功效，另採實驗研究法，以科技大學中兩班的學生 為教學實驗對象。其中一班學生約三十名為實驗組，使用線上導師制結合互動式學習 歷程檔案系統，另一班學生約三十名為控制組，未使用系統。以t 檢定或多變量共變 數分析(排除可能影響因素，譬如影響學習成效因素)檢驗兩組在自我認知學習成效、 影響學習成效因素與Kirkpatrick 四層次訓練成效評估上的差異及，及兩組在學習成效 (作品、測驗)上的差異，並探討企業中員工使用線上導師制結合互動式學習歷程檔案 的訓練成效情形。
The E-Mentoring with Interactive E-Portfolio Assessment Rubrics System and Empirical Application of university-industry This continuous research for three years period aims to: 1. Construct and formatively evaluation a the e-mentoring with interactive e-portfolio assessment rubrics system (1st year). 2. Build and use the e-mentoring with interactive e-portfolio assessment rubrics system as well as identify their reliability and validity (2nd year). 3. Identify the system by a summative evaluation and conduct an experimental study to explore the impacts of the system on learning effects (3rd year). The e-mentoring with interactive e-portfolio assessment rubrics system is constructed on the first year may answer questions about learners on-line learning, and guide them to complete the production of their portfolios. As the content and form of each student’s portfolio are almost same, it is easier to assess students’ learning for teachers. Then use Technology Acceptance Model, TAM2 and SEM to analysis the situation of the staff use this system. On the second year, the portfolio assessment rubrics will be built through literature analysis, expert discussions and pilot study. The rubrics will be identified by conducting a empirical study based on course at a University of Science and Technology. Finally, data will be gathered and analyzed to verify the reliability and validity of the rubrics and assessment methods. After the double reinforcement interactive e-portfolio assessment system will be constructed, it will be tried at the business staff. Then use e-learning continuance intention Model and SEM to analysis the situation of the students’ self-learning. On the third year, besides identifying the system by a summative evaluation, an experimental study will be conducted based two classes of design course at a University of Science and Technology. One class of 30 students using the system is experimental group; on the contrary, the other class of the same size not using the system is controlled group.Finally, data will be gathered and analyzed to verify the differences of self-perceived effectiveness, affect achievement factors and Kirkpatrick Model between the two groups by using t test or MANCOVA (Multivariate Analysis of Covariance) (excluding, for instance, affect achievement factors) statistical methods. The same statistical methods will be used to verify the differences of works and testing achievement between the two groups.
The E-Mentoring with Interactive E-Portfolio Assessment Rubrics System and Empirical Application of university-industry This continuous research for three years period aims to: 1. Construct and formatively evaluation a the e-mentoring with interactive e-portfolio assessment rubrics system (1st year). 2. Build and use the e-mentoring with interactive e-portfolio assessment rubrics system as well as identify their reliability and validity (2nd year). 3. Identify the system by a summative evaluation and conduct an experimental study to explore the impacts of the system on learning effects (3rd year). The e-mentoring with interactive e-portfolio assessment rubrics system is constructed on the first year may answer questions about learners on-line learning, and guide them to complete the production of their portfolios. As the content and form of each student’s portfolio are almost same, it is easier to assess students’ learning for teachers. Then use Technology Acceptance Model, TAM2 and SEM to analysis the situation of the staff use this system. On the second year, the portfolio assessment rubrics will be built through literature analysis, expert discussions and pilot study. The rubrics will be identified by conducting a empirical study based on course at a University of Science and Technology. Finally, data will be gathered and analyzed to verify the reliability and validity of the rubrics and assessment methods. After the double reinforcement interactive e-portfolio assessment system will be constructed, it will be tried at the business staff. Then use e-learning continuance intention Model and SEM to analysis the situation of the students’ self-learning. On the third year, besides identifying the system by a summative evaluation, an experimental study will be conducted based two classes of design course at a University of Science and Technology. One class of 30 students using the system is experimental group; on the contrary, the other class of the same size not using the system is controlled group.Finally, data will be gathered and analyzed to verify the differences of self-perceived effectiveness, affect achievement factors and Kirkpatrick Model between the two groups by using t test or MANCOVA (Multivariate Analysis of Covariance) (excluding, for instance, affect achievement factors) statistical methods. The same statistical methods will be used to verify the differences of works and testing achievement between the two groups.