| 摘要: | 學習策略是學生和老師為了有效的實現學習目標而進行的學習活動。學生參與度是指學生在學習中的參與程度或感興趣程度，及他們與班級、機構、彼此之間的連結程度。學習策略與學生參與度都是影響學習成效的關鍵因素。在傳統上常透過學生填寫問卷來調查其學習策略與參與度，但這種方式較為耗費人力、時間且無法即時得知結果，其調查結果也容易局限在預定義的策略類別之中，除此之外，學生填寫問卷在回憶自己的學習行為時也容易感到不確定，降低問卷結果的考靠性。因此本研究期望透過學生於線上學習環境的學習軌跡，即時萃取出學生學習策略，並分析這些學習策略和參與度與學習成效的相關性，如此便能根據學生使用策略的情形來替代衡量學生參與度。我們還希望根據實驗結果，實際對學生進行干預輔導，從而改善學生的學習體驗，提升其學習成效與參與度。
本研究直接分析學生於線上學習環境所產生的學習軌跡，透過序列分群的方式從中萃取出六種學習策略。我們依序討論了六種學習策略中的序列動作以及行為意涵，並透過相關係數分析找出影響學生學習成效和參與度的關鍵學習策略。接著根據相關係數分析結果與學生使用各種策略的次數，設計學習行為干預活動於實驗組班級進行。最後我們比較實驗組與控制組在干預前後的學習策略使用情形、學習成效以及參與度的差異，來討論干預活動對學生的影響。
研究結果顯示，萃取出的六個學習策略與學習成效皆有不同程度的正相關性，而學生參與度的部分只有行為參與度與學習策略有正相關性。除此之外，實驗組班級的學生在經過干預活動過後，其學習策略、學習成效以及參與度的表現都顯著優於控制組班級，因此我們認為干預活動確實能改善學生的學習行為，進而提升學生的學習成效以及參與度。
;Learning strategies are learning activities carried out by students and teachers in order to effectively achieve their learning goals. Student engagement refers to the degree of participation or interest of students in learning, and the degree of connection between them and the class, institution, and each other. Learning strategies and student engagement are both key factors that affect learning effectiveness. Traditionally, the teacher asks students to fill out a questionnaire to investigate their learning strategies and engagement. However, it′s consuming much effort and time, and the results not timely enough. The results of the investigation are also easily limited to the predefined strategy categories. In addition, when filling out the questionnaire, students are also prone to feel uncertain when recalling their own learning behaviors, which reduces the reliability of the questionnaire results. Therefore, this study expects to use the learning logs of students in the online learning environment to extract student learning strategies in real time, and analyze the correlation of these learning strategies to student′s engagement and learning outcome, so that it can proxy measure students′ engagement based on the situation of students using strategies. We also hope that based on the results of the experiment, we can actually intervene in students′ learning behavior to improve their learning outcome and engagement.
This study analyzes the sequences generated by students′ learning logs in the online learning environment, and extracts six learning strategies through sequence clustering. We discussed the characteristics of these strategies, and identified the key learning strategies that affect students′ learning outcome and engagement through correlation coefficient analysis. Then, according to the results of the correlation coefficient analysis and the number of students using various strategies, we design learning behavior intervention and conduct them in the experimental group. Finally, we compare the differences in the use of learning strategies, learning outcome, and engagement between the experimental group and the control group before and after the intervention to discuss the impact of the intervention on students.
The results show that the six extracted learning strategies have varying degrees of positive correlation with learning outcome, and the behavioral engagement is the only one positively correlated with learning strategies among the three sections of engagement. In addition, after the intervention, the students in the experimental group have significantly better performance in learning strategies, learning outcome, and engagement than the control group. Therefore, we believe that the intervention can indeed improve the learning behavior of the students, thereby increasing the student’s learning outcome and engagement. |
