教學實踐研究
一般論文

協助工程學生建立主動學習習慣之方法:以電機系課程為例

謝東佑 (Hsieh Tong-Yu) 國立中山大學電機工程學系副教授
10.7007/JSoTL.202203/PP.0002
本研究探討如何提升工程學生的主動學習意願,協助其建立主動學習習慣。在教學策略上,課中結合即時反饋系統與分組討論,課程前後提供數位影片,通過線上線下雙軌方式進行預習與複習。探究結果顯示約1/2的同學極有意願培養主動學習習慣,但因為學習動機不足、學習資源取得不方便、教師無特別協助打造主動學習環境等原因,導致主動學習之習慣不易建立,說明了教師的教學策略與態度相當關鍵。我們發現採用本研究的教學策略後,學生能顯著感受教師的教學用心,對資源位置較為清楚,並會善加利用。觀看課前影片進行課前學習後,於課堂中參與較為進階問題的問答與討論,在這些過程中學生發現透過課前的基本自學,再加上課堂中團隊合作的分組討論,自己能貢獻已見,一同解決困難題目,增加了自我效能感。若仍有落後的情況,也會透過課後影片再進行加強,持續提升主動學習的意識與能力。另一方面,教師也透過課程問答瞭解學生的學習狀況,進而適度調整課程節奏,讓學生們儘量跟上老師的教學進度,掌握課程內容,並反思及檢討自己的學習歷程。
分組討論,主動學習,行動研究,即時反饋,數位學習
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JSOTL

A Method to Help Engineering Students Establish Active Learning Habits: A Case Study on an Electrical Engineering Course

Hsieh Tong-Yu
10.7007/JSoTL.202203/PP.0002
This paper investigates how to help university engineering students establish active learning habits. The teaching strategy combines an in-class feedback system and group discussions and provides digital videos before and after the course for online and offline preparation and review. The results of our study show that about 1/2 of the students are very interested in developing active learning habits, However, it was not easy to achieve because of low motivation to learn, inconvenient access to learning resources, and lack of special assistance from teachers to create an active learning environment. These results also indicate that teachers' strategies and attitudes played a crucial role. We also found that with the teaching strategies in place, the students could clearly sense the dedication of the teachers. In addition, students were more aware of where to access the resources and could make good use of them. Students watched the pre-class video for preparation and then participated in discussions of more advanced questions during the class. Through these processes, they found that they could contribute their own ideas, work together to solve difficult problems. In turn, their sense of self-efficacy was improved. If they were unable to keep up, they would do more intensive learning through the video after the class to catch up and then do the preparation and in-class discussion the following week to continue to enhance their awareness and ability to take the initiative in learning. On the other hand, teachers could also understand students' learning status through the course Q&A and adjust the pace accordingly so that students can keep up, understand the course content, and reflect on and review their own learning process.
group discussions, active learning, action research, instant feedback, digital learning