目標設定策略對網路學習績效之影響

Effects of Goal Setting Strategy on Web-Based Learning Performance

過去研究指出適當的目標設定有助於提升學習動機，因此本研究旨在發展一個學習管理系統，協助教學者設定學習者之學習目標，教學者可以利用系統提供的簡易編序規範(Simple Sequencing Specification)之學習路徑控制機制來提供學習教材，並且培養學習者設定目標的能力。本研究更進一步探討程序目標與結果目標策略對於學習成效之影響，實驗對象為61位國小五年級的學童，採用國小數學的小數除法做為實驗教材。研究結果顯示，雖然程序目標群體和結果目標群體在學習成績與學習滿意度上沒有顯著差異，但是在學習效率上，程序目標群體明顯優於結果目標群體。再者，程序目標群體中，以愈少時間完成課程之學習者，能夠擁有愈高的後測學習成績，而對於結果目標群體而言，完成課程之學習時間與後測學習成績沒有顯著的相關性。

Goal setting is a powerful tool to enhance learning motivation of the learner. A Learning Management System was developed to support teachers in setting learning goals for the learners. Teachers are able to provide learning content using SCORM Simple Sequence Specification mechanism with guided learning paths to cultivate learners' goal setting skills. This research investigated the difference in learning performance between two goal setting strategies of process goal and outcome goal. Sixty one fifth grade learners participated in this experiment. The subject of the study was “division of decimals” in elementary school curriculum. The result showed that there were no significant differences in the learning scores and learner satisfaction between the process goal group and outcome goal group. However， the process goal group was found to be more efficient than the outcome goal group in terms of time spent for completing the learning objectives. Moreover， within process goal group， the learners who had a higher post-test score spent significantly less time to achieve the learning objectives than those who had a lower post-test score. However， no such finding was detected for the outcome goal group.