傳統教室與網路教學環境中思考風格、學業成就與學習態度之研究

Abstract

近年來網路教學平台、軟硬體技術及相關教學研究發展成熟，已能支援完全網路教學，而不再處於輔助傳統之角色。本研究試著以真實傳統與網路教學環境之比較，從思考風格角度探討個別差異在此兩種環境之適應情形。 本研究以文獻探討歸納出傳統與網路教學環境之比較，以對抗平衡的準實驗設計方式進行高職生程式設計課程教學，讓學生在傳統與網路教學環境下學習，並透過問卷調查瞭解思考風格變化，及思考風格與學習滿意度與態度之相關與對學業成就之影響。希望在教師給予學生多元學習時之參考依據。 經本研究發現，在傳統與網路教學環境風格之變化只有立法風格由網路教學環境轉變成傳統教學環境有顯著降低，其餘思考風格變化不明顯。分析學習滿意度與態度，立法、行政、內向風格明顯者與傳統教學環境各項滿意度較高，學業成就也高；外向風格明顯者在網路教學環境相關滿意度也較高，但學業成就則較低；司法風格與教學環境相關則不明顯。

Recently, web-based learning platforms, IT technology and others instructional skills have become mature to support complete web-based instruction, no longer an auxiliary to face-to-face instruction. In this study, we aim at comparing face-to-face and web-based instructional environments in terms of authentic learning, and discussing individual differences in adapting themselves to the two environments based on their thinking styles. This research compared the key features of face-to-face and web-based instructional environments in related literature. We employed counter-balanced design for vocational high school students in a computer programming course and assigned students to study in both environments. After that, we use questionnaires to investigate the difference of thinking styles between these two environments. Also, we explore the relation between learning satisfaction, attitude and thinking styles as well as thinking styles’ influence on academic achievement. Finally we give some suggestions to teachers for them to choose a proper instructional environment. We find that only legislative style is obviously weaker in a face-to-face environment than in a web-based environment. The variation in other styles is not obvious. In terms of learning satisfaction and attitude, legislative, executive and internal styles of higher tendency have positive relation with face-to-face learning satisfaction and gets higher scores. Exnternal style of higher tendency has positive relation with web-based learning satisfaction but gets lower scores. Judicial style has no particular tendency.