非同步數位教材的學習策略與教學應用之研究

A Study of Improve Learning Understanding and Develop Instructional Strategies in Asynchronous Learning

10.6384/CIQ.200610.0155

劉世雄(Shih-Hsiung Liu)；尹玫君(Mei-Chun Yin)

非同步學習 ； 學習策略 ； 行動研究 ； asynchronous learning ； learning strategies ； action research

課程與教學

9卷4期（2006 / 10 / 01）

155 - 176

繁體中文

本研究旨在探討與提昇學生在非同步數位教材的學習策略，以及分析其互動討論的內容，並進一步歸納非同步教材的教學策略。研究者以行動反省歷程蒐集資料，包含教學日誌、專家教師訪談、學生訪談與網站互動記錄。並針對學習策略與互動討論的內容進行分析，再藉以反思教學策略的可行性。研究發現，學生初期在非同步教材的學習策略多以瀏覽為主，而加入口述複誦、互動討論與筆記策略有助於對教材訊息的理解；教師示範發問與回應，以及學生記錄筆記亦可提昇討論內容的次數與深度。研究者也在教學過程中逐步修正自己的教學策略，並在教學中驗證其可行性。非同步教材的理解需要學習策略的指引，亦是教師運用非同步教材逐步修正教學策略的重要參考。

The purposes of this study were to improve the learners' understanding of asynchronous online material, and to develop instructional strategies in asynchronous learning.The key concepts and general design of this study were based on action research: the knowledge gained from each cycle was used as the basis for further planning, acting, and reflection. Data were collected from a number of different sources: classroom diaries, semi-structured interviews, interaction content between learners. Data analysis included four stages: conceptualizing data, testing data, and grounding and interpreting data.This study found that understanding strategies of learners only depended on browsing repeatedly screen, and later, using oral, discussion and writing notes could improve the understanding of asynchronous material. When the teacher supplied examples how ask, respond, and write notes, the number of times and depth of learners’ interaction could also been promoted.Finally, the researcher revised instructional strategies in the teaching processes, and verified its feasibility in asynchronous teaching.

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