K－W－L、協作學習和引導探究結合數位教材對大學生學業成就的影響

The Effects of Integrated K-W-L, Group Collaboration and Guided Inquiry Strategies into Digital Materials on the Academic Achievement of University Students

本研究旨在探討以K－W－L學習日誌、小組討論協作學習、引導探究問題解決以及師生互動與回饋對大學生「圖書資訊學導論」學業成就的影響。以教育部的「圖書資訊應用」數位教材建置於國立臺南大學課程網站E-Course上，讓學生課前自行閱讀教材，並在E-Course討論區參與同組同儕線上討論，而後撰寫個人的線上K－W－L學習日誌；在課堂上，各組提出討論問題、質疑處和各組探究問題的進度，教師扮演著問題解答者、討論領導者、探究活動指導者的角色，來增進師生之間互動的機會，並釐清各小組探究的問題，引導學生學習如何有系統地蒐集資訊、評鑑資訊、閱讀資訊、進而有效地利用和組織資訊，展現成果。以參與討論（20％）、學習日誌（30％）、問題設計與檢索分組報告（20％）、以及期末考詴（30％）來評量學生在「圖書資訊學導論」的學習成果。研究結果指出：1、以K－W－L學習日誌、小組討論協作學習、引導探究問題解決、以及師生互動與回饋的教學模式，對學生在「圖書資訊學導論」有好的學習成效與成績。2、學生對此教學模式與數位教材均有高度正向的好評，但對數位教材內容的呈現方式評價較低，進而提出優缺點及建議。The purpose of this study was to investigate if the use of K-W-L, group discussion and collaboration, and guided inquiry strategies had effects on university students' academic achievements of 'Introduction to Library and Information Science' course. Forty-four university senior students attended this course and divided into eight groups were used as samples. 'Library and Information Science' digital materials from the Department of Education were installed on the E-Course of National University of Tainan used as student 's learning materials. Results indicated that: 1. Using K-W-L, group discussion and collaboration, guided inquiry strategies as well as teacher and student interaction and feedback had a positive effect on the students' learning. Students got good grades. 2. Students had positive attitudes toward this teaching model and digital materials. However, students had a little negative attitude toward the presentation of digital materials and the interaction phase of the E-Course.