數位化學習歷程檔案對自我調整學習之影響─學習目標設定的作用

Influences of e-Portfolio in Self-Regulated Learning-Effect of Learning Goal Setting

10.6173/CJSE.2013.2104.03

張基成(Chi-Cheng Chang)；廖悅媚(Yueh-Mei Liao)

自我調整學習 ； 數位化學習歷程檔案 ； 學習目標設定 ； 學習歷程檔案 ； Self-regulated learning ； e-Portfolio ； Learning goal setting ； Portfolio

科學教育學刊

21卷4期（2013 / 12 / 01）

431 - 454

繁體中文

本研究旨在探討使用數位化學習歷程檔案進行學習目標設定對自我調整學習之影響。研究對象為高職資料處理科修習「網頁設計」課程的二年級81位學生。男生36人，女生45人。教學實驗為期十週，學生使用數位化學習歷程檔案進行學習目標設定。結果顯示學生使用數位化學習歷程檔案進行學習目標設定之後的自我調整學習顯著優於使用之前的自我調整學習，學習目標設定越好則自我調整學習越佳，顯示使用數位化學習歷程檔案進行學習目標設定對學生自我調整學習有顯著正面的影響。

The study explored the effects of learning goal-setting using e-portfolio in self-regulated learning. The participants were 81 students of eighth grade in the ”Webpage Design” class at a vocational-technical high school. There were 36 males and 45 females. During the experiment of 10 weeks, the students used e-portfolio to set their learning goals. The results revealed that self-regulated learning after using e-portfolio to set learning goals was significantly better than those before using e-portfolio to set learning goals. It implied that using e-portfolio to set learning goals had a positive effect in self-regulated learning. The better the performance of learning goal setting was, the better the self-regulated learning demoed. It implied that the performance of learning goal setting had a positive effect in self-regulated learning.

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