教學實踐研究
一般論文

探討混成學習模式於營建材料試驗課程之學習成效

許鎧麟 (Hsu Kai-Lin) 國立高雄科技大學營建工程系副教授
10.7007/JSoTL.202109/PP.0002
「營建材料實習」係科技大學營建工程系必修基礎專業課程,該課程中需要學 生動手操作方能掌握儀器使用步驟及原理,並從實驗過程中學習到工程材料相關知 識。然因學習時間限制、試驗課耗費大量材料及時間、試驗枯燥乏味及缺乏重複操 作性等因素,使課程的學習成效明顯降低。為提高學習成效並順應青年學子對線上 學習的高接受度,因此本文以107 - 1學期課程為教學研究對象,發展混成學習模 式,透過構建數位虛擬實驗室(係以虛擬情境遊戲及教學影片融入材料實驗教學) 及實體試驗單元,讓學生多次反覆模擬試驗,將數位模擬教學導入材料實驗教學課 程設計與實踐。透過結合問卷、訪談以及網路學習平台系統紀錄資料,研究結果顯 示多數學生肯定經由此課程學習而對材料實習課程更感興趣,整體對材料實習的創 新教學內容感到滿意。此外,從學生訪談意見回饋中,觀察到可消弭傳統材料試驗 未具重複性試驗特性,且透過可多次闖關特性,使認真參與遊戲模式之學生能在遊 戲中自然而然記下試驗之重點資訊。綜觀而言,可推論本混成學習模式在營建材料 試驗教學課程具有顯著之有效性。
混成教學,學習成效,營建材料試驗
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JSOTL

Exploring Learning Effect of Blended Learning in the Course:"Construction Materials Experiment"

Hsu Kai-Lin
10.7007/JSoTL.202109/PP.0002
"Construction Materials Experiment" is a compulsory introductory course in the sopho- more year of the Department of Construction Engineering, University of Science and Tech- nology (First Campus). The course requires practical operations to understand the use of the instruments and learn related knowledge of engineering materials from the experimen- tal process. Due to the limitation of learning time, waste of materials and time, tedious test procedures and lack of repetitive operational practices, the learning effectiveness of this course is believed to be significantly reduced. This research aims to improve the learning effectiveness and adapt to the high acceptance of online learning by young students. The 107 - 1 semester of this course was used as the research target. A blended teaching model of digital virtual laboratories (a virtual situational game and teaching videos integrated into experimental material) and physical test units was adopted. Students were allowed to simu- late experiments to repeatedly explore the impact of digital simulation's introduction in material experiment teaching on student learning effectiveness. The research method com- bines questionnaires, interviews, and online learning platform system records. It was shown that most students are definitely more interested in materials practice courses through teaching, and overall they are satisfied with the innovative teaching content of materials practice. In addition, with the help of the student feedback interviews, it was indicated that the teaching model is effective in eliminating the repetitive test characteris- tics of the traditional material test, and its multi-level breakthrough feature allows students who are seriously involved in the game mode to memorize the critical information of the experiment procedure. Thus, the effectiveness of the blended teaching model in the teach- ing course of the construction materials experiment was verified.
blended teaching, learning effectiveness, construction materials experiment