• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Education and Practice >The Model of Instructional Design Based on Self-Regulated Learning using Modular Object Oriented Dynamic Learning Environment (MOODLE)
【24h】

The Model of Instructional Design Based on Self-Regulated Learning using Modular Object Oriented Dynamic Learning Environment (MOODLE)

机译：基于模块化学习的动态学习环境（MOODLE）的基于自我调节学习的教学设计模型

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The objectives of this research are (1) to develop a model of self-regulated instructional design by using MOODLE; (2) to investigate how far an instructional model can develop students' self-regulated learning; and (3) to investigate the effectiveness of the instructional design model in increasing students’ study competency moderated by their self-regulated learning. This research used the R & D research method. The procedure of the research consisted of three phases, namely: preliminary study, model design and development, and model effectiveness assessment. In the preliminary study, literature reviews on MOODLE instructional design and self-regulated learning theories and a small-scale field survey were carried out to get an idea of the instructional design model on the basic concepts of Civic Education presently applied. In the phase of model design and development, a model draft was developed to be validated by experts before limited and extended field tests were executed. In the phase of model effectiveness assessment, an experiment using the model of the Matching-only Pretest-Posttest Control Group design and factorial design was conducted. There were 76 participants in this effectiveness assessment, consisting of 36 university students and 2 lecturers as the experimental group, and other 36 university students and 2 lecturers as the control group. The research instruments used test questions to measure the variable of the students’ learning result competency and rubric scales of learning independence to measure the learning independence covariance. The data analysis technique used the techniques of Independent Sample t-Test and ANCOVA. The results of R & D are as follows: 1) The instructional design is executed through the following steps: identifying core competencies, carrying out instructional analysis, carrying out students' characteristic analysis, formulating in-between competency, developing online evaluation instruments, developing instructional strategy, developing Learning Object Materials (LOM), designing and executing online formative evaluation, revising the program, and designing and executing summative evaluation. 2) The model of the instructional design based on self-motivated learning using MOODLE promotes a higher learning autonomy than the instructional design model using CD-ROM and e-mail. 3) The model of the instructional design based on self-motivated learning using MOODLE effectively increases students' learning result competency moderated by their self-motivated learning and is better than instructional design model using CD-ROM and e-mail. Keywords: instructional design, self-directed learning, and MOODLE
机译：这项研究的目的是（1）使用MOODLE开发一种自我调节的教学设计模型; （2）研究教学模式可在多大程度上发展学生的自我调节学习; （3）研究教学设计模型在提高学生自我调节学习能力所起到的学习能力方面的有效性。本研究采用了R＆D研究方法。研究过程包括三个阶段，即初步研究，模型设计和开发以及模型有效性评估。在初步研究中，对MOODLE教学设计和自我调节的学习理论进行了文献综述，并进行了小规模的现场调查，以了解当前应用的公民教育基本概念的教学设计模型。在模型设计和开发阶段，开发了模型草案以供专家在进行有限和扩展的现场测试之前进行验证。在模型有效性评估阶段，使用仅匹配的前测-后测控制组设计和析因设计的模型进行了实验。有效性评估共有76名参与者，其中36名大学生和2名讲师为实验组，其他36名大学生和2名讲师为对照组。研究工具使用测试问题来衡量学生学习结果能力的变量，并使用学习独立性的量表来衡量学习独立性的协方差。数据分析技术使用独立样本t检验和ANCOVA技术。研发成果如下：1）通过以下步骤进行教学设计：确定核心能力，进行教学分析，进行学生特征分析，制定中间能力，开发在线评估工具，开发教学策略，开发学习对象材料（LOM），设计和执行在线形成性评估，修改程序以及设计和执行总结性评估。 2）与使用CD-ROM和电子邮件的教学设计模型相比，基于使用MOODLE的自主学习的教学设计模型可以提高学习自主性。 3）基于MOODLE的自主学习的教学设计模型有效地提高了学生的自主学习所适度的学习成果能力，优于使用CD-ROM和电子邮件的指导设计模型。关键字：教学设计，自主学习和MOODLE

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号