經驗傳承CORI與IRS教學對學生自主學習與學習成效關係之研究

Research on Realationship of Self-Directed Learning and Learning Effect by CORI and IRS Teaching

本研究旨在探討高等教育師資培育職前課程的教學成效，採用CORI與IRS教學法，對學生自主學習與學習成效之影響，並根據研究結果提出具體建議，以供師資培育課程之教師及未來研究者之參考。為達成本研究目的，採用準實驗設計、調查法進行，以北部一所大學師資培育修習「新興教育議題」36位學生為研究對象，以CORI與IRS融入實驗，採實體與遠距之混成教學，期程自2023年2月中至2023年6月，於課程期中與期末後進行測驗，並於期末以問卷和訪談進行調查，針對教學過程、自主學習與學習成效關連進行訪談，進行分析後，最後獲得以下結論：
1.CORI與IRS教學對師培學生自主學習與學習成效良好；
2.碩士班學生在學習滿意度與期中考成績優於大學生；
3.自主學習與學習成效呈現正的中高相關；
4.訪談顯示，CORI融入IRS，搭配混成教學能兼顧遠距與實體教學的需求，學生表示肯定並具有創新性；
5.訪談顯示教師討論的掌控、平台的穩定、班級經營、教學能力與適當進行討論，為教學效能重要關鍵；
6.訪談顯示學生自主學習關鍵在於自律、時間管理、同儕協助與教師支持。
建議包括：
1.教學策略與時俱進，適當融入科技，可提升教學效能；
2.良好的創新教學，在於掌握教學流程與班級經營，熟悉科技設備與小組討論，關注學習者個別差異，支持學生自主學習；
3.未來研究可針對不同性質科目，採取多組混成教學進行探討，並以共變數分析，藉以瞭解其成效。

The purpose of this study is to explore the teaching effectiveness of pre-service teacher training courses in higher education, using CORI and IRS teaching methods, and its impact on students’i learning and self-directed learning effectiveness. Based on the research results, specif¬ic suggestions are provided references for teachers in teacher edcational courses ,future teachers and researchers In order to achieve the purpose of this study, a quasi-experimental design and interview method were used. 36 students who were studying“Innovative Educational Issues”in teacher training at a northern university were used as the research sub¬jects. CORI and IRS were integrated into the experiment, using a blend¬ing of remote Teaching, the experiment time will run from mid-February 2023 to June 2023. Tests will be conducted after the mid-term and final of the course, and a survey will be conducted with questionnaires and interviews at the end of the semester. Interviews will be conducted and analyzed on the relationship between the teaching process, self-directed learning and learning effectiveness. Finally, the following conclusions were obtained:
1. CORI and IRS have good effects on self-directed learning and learning of teacher education students.
2. Master’s degree students are better than college students in terms of learning satisfaction and midterm exam scores.
3. There is a positive medium to high correlation between self-di¬rected learning and learning effectiveness.
4. Interviews show that CORI’s integration into IRS and blended teaching can take into account the needs of distance and practical teach¬ing, and students said it is affirmative and innovative.
5. Interviews show that teachers’control over discussions, platform stability, class management, teaching ability and proper discussion are important keys to teaching effectiveness.
6. Interviews show that the key to students’self-directed learning lies in self-discipline, time management, peer assistance and teacher sup¬port.
Suggestions include:
1. Teaching strategies keep pace with the times and appropriately incorporate technology to enhance teaching capabilities.
2. Good innovative teaching lies in mastering the teaching process and class management, being familiar with technological equipment and group discussions, paying attention to individual differences among learners, and supporting students’independent learning.
3. Future research can use multiple groups of mixed teaching to ex¬plore subjects of different natures, and use ANCOVA analysis to under¬stand its effectiveness.