| Summary: | 碩士 === 康寧大學 === 數位應用研究所 === 102 === Technological and vocational education aims to develop students’ ability in the workplace. The teachers in this area focus on teaching basic career affairs. Nevertheless, students with no practical experience can do nothing but imagine. Besides, the teachers get used to demonstration teaching. The learners can only depend on their short-term memories to learn and operate. Nowadays, image skills step forward with technology. With cloud computing, teachers can make digital files combining diverse subjects (materials and methods) and make them open on the Internet. If the teachers in technological and vocational schools can adopt online video demonstration teaching on practical courses with textbooks, homemade textbooks, assigning software, etc., the students can learn automatically at anytime and anywhere. The efficiency of promoting students’ learning is valuable to explore.
This research adopts data analysis, Quasi-Experimental Design and questionnaire survey. The results are as follows. (1) Online video teaching can promote academic learning achievement. (2) There is a significant difference between after and before students take the online video teaching of autobike repairmen and maintenance. (3) The learning achievement of using online video assisted teaching is more balanced.
(4) In the course of practical skills, students have to form the habits of cleaning spare parts, checking the direction of setting spare parts, quality checking after finishing, security habits, etc. Online video assisted teaching can’t take place the habit forming. (5) The students are impressed by videos when taking practical courses. Moreover, they can familiarize the operating details. If games are adopted, the teachers can enhance active learning.
The suggestions are as follows. (1) The teachers can utilize technology to assist and expand course objectives appropriately and trigger learning motivation. (2) Online video teaching materials can attract students’attention with lights, changes, and cuing sounds. (3) Online video teaching materials can add games to enhance students’active learning. (4) By strengthening working habits, online video teaching materials can develop students’habits of cleaning spare parts, checking the direction of setting spare parts, quality checking after finishing, security habits, etc.
Key words: E-Learning, Video Learning, Learning Efficiency, Skill Evaluation
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