探討在電子書學習系統中學生的認知負荷、自主學習、線上學習行為與學習成果之間的關聯–以管理學院微積分為例

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/84278

Title:	探討在電子書學習系統中學生的認知負荷、自主學習、線上學習行為與學習成果之間的關聯–以管理學院微積分為例
Authors:	劉冠毅;Liu, Kuan-Yi
Contributors:	數學系
Keywords:	自主學習;線上學習行為;學習成果;認知負荷理論;使用電子書線上課程意願度
Date:	2020-07-24
Issue Date:	2020-09-02 18:47:16 (UTC+8)
Publisher:	國立中央大學
Abstract:	本研究旨在探討自主學習、線上學習行為與學習成果之間的關係，以及認知負荷理論、使用電子書線上課程意願度、線上學習行為與學習成果的相互影響。本研究的對象為中央大學108學年度第一學期管理學院微積分課程的346名學生，統整學習者的學業成績、問卷資訊以及利用電子書線上課程平台(Bookroll)所蒐集學生的各種學習行為，並利用Pearson相關分析、單因子變數分析、迴歸分析對學生進行分析，總結出自主學習、線上學習行為、學習成果的相互關係以及認知負荷理論、使用電子書線上課程意願度、線上學習行為、學習成果的相互關係。結果發現，自主學習、線上學習行為與學習成果彼此間皆為顯著關係，自主學習能力越佳，則線上學習行為較為活躍，且學習成果也較佳，而認知負荷理論以及使用電子書線上課程意願度兩者與學習成果皆為顯著，認知負荷越高的學習者，在學習成果上表現較為不佳，而使用線上課程意願度越高的學習者，則會有較佳的學習成果，不過認知負荷理論以及使用電子書線上課程意願度與線上學習行為並不顯著。 ;This research mainly discusses the relationship between self-regulated learning , learning behavior in online courses and learning outcomes , as well as the impact of cognitive load theory and willingness of using online courses and learning outcomes. The subjects of the study were 346 students from the calculus course for college of management in the first semester of 108 academic year. This study used Pearson correlation coefficient ,Analysis of Variance , and Regression Analysis to analyze students from academic achievements, questionnaire information,and learning behavior in online calculus courses , and integrate the relationship between self-regulated learning, learning behavior in online courses , and learning outcomes , as well as integrate the relationship between cognitive load theory , willingness of using online courses , and learning outcomes. It was found that self-regulated learning , learning behavior in online courses , and learning outcomes are significantly related to each other . If students have better self-regulated learning skills , they will use online courses more often and their learning outcomes will be better . Cognitive load theory and willingness to use e-book online courses are significantly related to learning outcomes . If the cognitive load of the student is higher , the learning outcome will be poorer . If students are more willing to use online courses , they will have better learning outcomes . However , cognitive load theory and willingness to use e-book online courses are not significantly related to learning behavior in the online courses.
Appears in Collections:	[Graduate Institute of Mathematics] Electronic Thesis & Dissertation

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