於混合學習中基於學習分析儀表板系統應用之自我調節學習方法

A Self-Regulated Learning Approach Using a Learning Analytics Dashboard System in Blended Learning

混合學習將傳統的課堂活動與線上數位資源相結合，使學生能透過明確定義的交互式學習策略獲得更佳的學習成績。這種學習策略不僅保留傳統的學習活動，更加入了線上學習活動來豐富學生之學習。但由於缺乏自我調節的能力，許多學生可能無法在課外時間自行完整地學習課程內容。因此，本研究提出一種應用於大學混合學習課程中的自我調節學習方法，以協助學生使用學習分析儀表板和在課堂上使用電子書系統進行自我觀察學習情況，接著為下一週的學習設定新目標。本研究為評估所提出學習方法的有效性，在採用混合學習模型的大學課程中採用了準實驗設計。實驗組的學生透過使用學習分析儀表板學習本研究所提出之自我調節學習方法，而對照組則經由傳統的混合學習方法進行學習。兩組學生都使用電子書系統學習課堂教材之內容。本研究之實驗結果顯示，使用自我調節學習方法的學生在學習成果，以及自我調節學習和自我效能感的認知方面均優於使用傳統混合學習方法的學生。

Blended learning combines traditional classroom activities with online resources. It enables students to achieve better academic performance through clearly defined interactive learning strategies. This type of learning strategy integrates the activities of traditional learning as well as online learning to enrich students’ learning experiences. However, students may not be able to study the online course content on their own due to the lack of self-regulated learning (SRL) ability. This research proposes a self-regulated learning method that encourages students using learning analytics dashboard (LAD) to enhance their SRL ability. To evaluate the effectiveness of the proposed SRL method, this research applies a quasi-experiment design in a university course that uses a blended learning strategy. All students learn in a traditional classroom and use an E-book reading system to access learning material. Only students in the experimental group additionally use the LAD to observe their own learning pattern. This research compares the learning performances of the two groups of student. The results demonstrate that students in the experimental group outperform those in the control group in terms of learning performance, self-regulated learning ability and self-efficacy.