Moodle線上教學融入自然與生活科技領域對學習成效之影響

The Effects of Using Moodle Online Learning on Thesixth-Grade Science Course

10.29495/CITE.200707.0023

林曉雯；陳俐文

Moodle線上教學 ； 傳統教學 ； Moodle online Learning ； Traditional Instruction

科技教育課程改革與發展學術研討會論文集

2006期（2007 / 07 / 01）

23 - 30

繁體中文

線上教學已爲一種趨勢，而運用電腦爲教學工具，也是目前趨勢之一；由於國內小學教師並不普遍使用線上教學融入課程中，因此，需深入了解線上教學對小學生學習之影響，以全面提升學習效率。本文主要是小學教師運用Moodle免費教學平台(Free Open Source Software, FOSS)設計一套自然與生活科技線上教學系統。教師針對一組實驗組(n=30)小學六年級生實施線上教學結合傳統教學之混合式教學方式(Blended Instruction)，另一對照組學生(n=30)實施傳統教學方式(Traditional Instruction)，經由一個半月後的定期月考測驗結果以評定學習成效。運用T檢定統計方法分析後，顯示這兩種教學模式對六年級生在自然與生活科技這領域的學習成效並無差異；但研究結果也顯示使用混合式教學法可顯著提升原本學習成績不佳的學童（尤其是男性學童）之月考成績。因此，本研究發現「性別差異(Gender differences)」在Moodle線上學習成效上的影響；建議教師可採用混合式教學法以協助課堂上落後學童（尤其是男性學童），以提供不同學習方式(Learning Style)提升其成效。

The purpose of this study was to investigate the effects of using Moodle online learning solutions on the six-grade Science students. Using a posttest-only control group design and a t test for independent samples, it was found that after one and a half months the students (n=30) who participated in a blended learning environment did not achieve significantly higher scores on the mid-term examination than the students (n=30) who were in traditional instruction settings. However, preliminary results indicated that the lower ability students, particularly those lowest-performing male students, were more motivated in the blended learning environment. It was concluded that there is no significant difference (N.S.) between the groups. The research findings reveal that there are gender differences in Moodle online courses. Blended Learning environment can be compelling contexts for motivating and engaging students in learning, especially for those male low achievers and learners with different learning styles.