Research on using the ASSURE Model to Enhance Vocational Students’ Learning Performance and Self-Regulated Learning of Practical Skills

• Main Authors: Yi-yen Wu, 吳宜燕
• Other Authors: Hsiu-Ling Chen
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/37406984582876276021

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 102 === Self-regulated learning has been a popular issue in the field of educational psychology. Many studies have confirmed that self-regulated learning is considered to be the key to successful learning. With the popularization of digital technology and the Internet, one important task for teachers is to help students apply digital technology and self-regulated ability in the development of active learning, and encourage students to become self-regulated learners. In this study, according to self-regulated learning theory and features, we designed two different types of e-learning programs: student-centered and teacher-centered ones respectively based on ASSURE model. We integrated the programs into curriculum design and implemented the programs in the Hospitality Services napkin classes. A quasi-experimental design was conducted and the experimental subjects are students in the private Hospitality Vocational High School in Taoyuan County. This study aims to explore the influences of two different digital learning programs on students in terms of learning performance, self-regulated learning of practical skills as well as perception and satisfaction toward digital learning and teaching. The results showed that the experimental group, using the student-centered digital learning program to achieve self-paced learning by tablets can be more effective in increasing students’ learning performance and also learning and teaching satisfaction compared with the controlled group, using teacher-centered multimedia such as computer and projector. Moreover, both e-learning programs could improve students’ self-regulated learning of practical skills in which students’ cognitive ability and learning motivation were enhanced. On the whole, the student-centered program in which students achieved self-paced learning via tablets enables both students and teachers to increase learning and teaching efficiency. We hope to provide beneficial references for teachers in the teaching field and future related research.