研發課後作業系統以改善大學普通物理課之教學成效研究

A Study of Development of the Homework System to Improve Teaching and Learning Effectiveness of College General Physics Courses

大專校院的普通物理課程，是理工學生必修的重要學科，然因大班授課普遍存 在著教學進度、作業抄襲、耗費大量人力批改作業，無法給學生即時回饋等問題。 國外雖有商業化「課後作業系統」，然而價高且作業題目無法配合國內教學需求。 因而，本研究旨在配合授課教師需求，跨域合作研製合宜本土之普物科技輔助「課 後作業系統」，並探其成效，解決師生教學問題。本研究以臺灣北部一所國立研究 型大學普物課為合作研發情境，694位學生、一位授課教授及三位助教參與研究。 以一年多時間合作建置系統，融入普物課教學，進行一學期的實驗。研究採量化質 性混合方式，結果顯示：一、系統之立即回饋提升學生學習及作業效率；二、隨機 出題及多次答題機制促使學生確實演算作業；三、課後作業系統節省教學端批改 作業時間，即時了解學習情形，有更適切之教學互動，改善普物教學問題。未來除 了持續加入具鑑別度之題目，期可深化思考關鍵解題的概念，建議可考慮加建徽章 回饋，或結合混合實境，增強線上自主學習等機制。冀望本「課後作業系統」與題 庫等，有機會推廣至普物理化等工科技學科之教學，達到教者善教、學者善學之目的。

General Physics courses are a required and important subject for students of science and engineering majors in colleges and universities. However, some teaching and learning problems appear in large-enrollment teaching, such as, homework tardiness, a perfunctory mentality or even cheating behaviors; heavy workload in homework correction, no immediate feedback to students, etc. Although there are commercialized “Homework System (HWS)” abroad, the cost is high, and the questions in the homework system could not meet the domestic teaching needs. Therefore, this study aimed to develop a suitable Homework System/HWS, to meet the local needs, to explore its effectiveness, and to solve the teaching and learning problems. In this study, a total of 694 students, a professor and three teaching assistants participated in this study for 18 weeks. Both quantitative and qualitative methods were adopted. The results indicate that: (1) The HWS improves the homework efficiency and students’ learning; (2) Randomized questions and multiple answering prompt students to do the homework; (3) The HWS saves time on correcting homework leading to a more appropriate teaching interactions. We suggest to add more discriminatory questions, badge feedback mechanisms or mixed reality, etc. to the HWS in the future to deepen student’s concept and abilities in problem solvings or to facilitate self-regulated online learning. We hope this HWS will have the opportunity to be extended to the teaching contexts of engineering science and technology (STEM) subjects, so as to achieve the goals of good teaching for teachers and good learning for students.