| Summary: | 博士 === 國立彰化師範大學 === 電機工程學系 === 101 === ABSTRACT
With the rapid development of information technology, instructional approaches have evolved. E-learning, without the restriction of time and space, has become a useful approach for education and training while allowing learners to engage in self-directed learning at anytime anywhere. Thus, the role of e-learning is getting important in the current educational environment. It is expected to support instructional activities, enhance instructional performance, and facilitate students’ learning interest and effectiveness by information technology. Thus, this study intends to provide a new approach for the education reform and instructors through experimental application. Students can therefore have diverse and rich learning resources to enhance the value-added in learning.
The aim of this study is to investigate the effect of e-learning added teaching upon the learning effectiveness of LabVIEW course provided by engineering departments in universities, to compare students’ learning effectiveness with different instructional strategies, and to understand students’ learning satisfaction and learning attitude of Blended Learning. Based on the research findings, this study proposes the concrete suggestions as references for information education development in universities.
This study firstly constructed an e-learning website for LabVIEW course using e-learning management platform (Moodle) of open source. The research applies nonequivalent pretest-posttest experiment on 63 students from both Department of Electrical Engineering and Department of Industrial Education at National Changhua University of Education. For research method, this study adopts literature review, achievement test and questionnaire survey on students’ learning satisfaction and learning attitude.
The main research findings are as shown below:
1.The learning effectiveness of Blended Learning is more significant than that of traditional classroom learning. This difference is especially apparent in posttest. The experimental result shows that the average pretest score of the experimental group was 5.54 points higher than that of the control group. However, the posttest score of the experimental group was 13.66 points higher than that of the control group after applying different instructional approaches. Based on learning effectiveness dependency t test, the pretest and posttest scores of the experimental group were significantly different and the effectiveness of blended learning was more significant. According to the analysis of covariance on the pretest and posttest scores, the learning effectiveness of the experimental group was more significant than that of the control group. Thus, Blended Learning was proved to be able to enhance students’ learning effectiveness.
2.According to the questionnaire results on learning satisfaction, students are most satisfied with the completeness and usefulness of the online learning system. With stable platform, user-friendly interface, and specific instructional themes, the organized teaching resources help students for more efficient learning outcomes.
3.According to the questionnaire results on learning attitude, the means of students’ self-efficacy is the highest, which confirms that e-learning platform can enhance individual learning intention and learning effectiveness, proving that Blended Learning can effectively guide learning. Therefore, the e-learning materials constructed by this study can help students to learn actively, guide their internal control, and allow them to accomplish learning goals.
|
|---|
