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研究生: 鄧惠方
HUI-FANG DENG
論文名稱: 線上文字註記環境中,全面/序列型認知風格在註記自我效能、線上註記行為、學習策略及學習表現之角色
The Role of Global-Sequential Cognitive Style in Annotation Self-efficacy, Online Annotation, Learning Strategy and Performance in Online Text-based Annotation Environment
指導教授: 王淑玲
Shu-ling Wang
口試委員: 籃玉如
Yu-Ju Lan
翁楊絲茜
Cathy Weng
學位類別: 碩士
Master
系所名稱: 人文社會學院 - 數位學習與教育研究所
Graduate Institute of Digital Learning and Education
論文出版年: 2013
畢業學年度: 101
語文別: 中文
論文頁數: 99
中文關鍵詞: 線上註記全面/序列型認知風格註記自我效能學習策略自我調制學習
外文關鍵詞: Online annotation, Global-Sequential cognitive style, Annotation self-efficacy, Learning Strategies. Self-regulation learning
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本研究主要探討在線上文字註記環境中,全面/序列型認知風格對註記自我效能、線上註記行為、學習策略及學習表現之預測力,以及註記自我效能、線上註記行為與學習策略之相關性。共計94位高職生參與本研究,使用「線上註記系統(Come2Anno)」進行註記。本研究採用質與量的研究方法進行統計分析。在質化部分,使用內容分析法以瞭解學習者的線上註記行為品質及學習表現;在量化部分,使用問卷調查法以瞭解學習者之認知風格、註記自我效能及學習策略。
本研究結果顯示,線上文字註記環境中:(1)全面/序列型認知風格對註記自我效能不具預測力,但全面型認知風格因為與線上環境較適配,故對註記次數、整體註記品質、深層學習策略及學習表現具有顯著預測力。(2)註記自我效能對註記次數、整體註記品質、學習策略及學習表現具有顯著預測力。(3)深層註記、整體註記品質及註記次數對學習表現具有顯著預測力。(4)深層學習策略與「連結」及「摘要」之註記有顯著正相關。最後本研究依據研究結果進行討論,並針對教師教學、數位學習系統設計及後續研究提出相關建議。


This study attempted to investigate the role of global-sequential cognitive style in annotation self-efficacy, online annotation, deep/surface learning strategies and learning performance, as well as the relationship among annotation self-efficacy, online annotation, learning strategy and learning performance in online text-based annotation environment. There were ninety-four students enrolled in the course of this study. Both qualitative and quantitative methods were applied for data analysis. The content analysis was used to analyze the students’ on-line annotation and performance, while questionnaires were used to analyze the students’ cognitive styles, annotation self-efficacy and learning strategies.
The result showed that (1) students’ global cognitive style which adapted to the online text-based annotation environment significantly predicted both the quantity and quality of online annotation, deep learning strategies, and performance, while there is no significance for annotation self-efficacy. (2) Annotation self-efficacy significantly predicted both the quantity and quality of online annotation, learning strategies, and performance. (3) Both the quantity and quality of online annotation , and deep online annotation behavior significantly predicted performance. (4) Deep strategies were positively correlated with the “related to” and “summary” annotation. Finally, the implications and suggestions for teaching as well as instructional system design, and future research were provided.

目 錄 摘 要 I ABSTRACT II 誌 謝 III 目 錄 IV 表目錄 VI 圖目錄 VI 第壹章 緒論 1 第一節 研究背景與動機 1 第二節 研究問題 4 第三節 研究架構 5 第四節 名詞釋義 6 第五節 研究之重要性 9 第貳章 文獻探討 10 第一節 社會認知論之自我調制學習 10 第二節 全面/序列型認知風格 12 第三節 自我效能 17 第四節 線上註記行為 21 第五節 學習策略 25 第參章 研究方法 28 第一節 研究假設 28 第二節 研究對象 29 第三節 研究工具 30 第四節 學習任務 37 第五節 研究流程 38 第六節 資料處理與分析 43 第肆章 研究結果 50 第一節 描述性統計 50 第二節 研究假設統計結果 52 第伍章 結論與建議 60 第一節 結論與討論 60 第二節 研究限制 66 第三節 研究建議 67 參考文獻 70 附錄一 全面/序列型認知風格量表(刪題前) 80 附錄二 全面/序列型認知風格量表(刪題後) 81 附錄三 學習策略量表(刪題前) 82 附錄四 學習策略量表(刪題後) 83 附錄五 註記自我效能量表 84 附錄六 學習引導 85 附錄七 主文章 86 附錄九 學習單 89

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