Mechanisms of Self-Evaluation and System Evaluation on Student Performance Goal, Course Attendance, and Assignment Hand-in Rate

• Main Authors: Po-Yuan Su, 蘇柏源
• Other Authors: Chih-Yueh Chou
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/92493152773188683936

碩士 === 元智大學 === 資訊工程學系 === 103 === In the modern education, we could see or hear the slogan to encourage “live and learn” over the whole society. In the past, learning is regarded as the activities only for the young generation, especially students. However, the significant development of the technology and the information explosion over the past decades had dramatically changed the environment of the entire society. If people are lacking of the ability of self-regulated learning, they will not be able to learn the latest information to link with the modern society. Hence, this study aims to develop a computer-based learning environment, which can be exempted from time and place restrictions, for students to practice self-regulated learning by the assistance of computer with the convenience of Internet to learn in a more effective and efficient way. This study bases on the “cyclic model of self-regulated learning” theory to guide students to practice self-regulated learning through four kind of stage: self-evaluation, performance goal-setting, strategy-planning, implementation and monitoring of strategies, and monitoring of strategy results. Students can repeatedly practice and learn the cyclic model of self-regulated learning through the computer-based learning environment. The computer-assisted learning environment offers supporting tools and feedback mechanisms to assist students in operation in various stages of self-regulated learning, which can also help students to get familiar with the cyclic model of self-regulated learning. The supporting tools offer a platform to lead students to learn under the “cyclic model of self-regulated learning”, so that students can build up their own self-regulated learning ability by using this learning system. In addition, the system provides immediate feedback to assist students to understand their current learning situation. Moreover, students can clearly understand the relationship between learning performance and learning strategy to set more specific learning performance goal and plan more effective learning strategy with the assistance of feedback mechanisms. This study conducted an evaluation to enable 69 students to use the computer assisted self-regulated learning environment and to find out whether the environment assists students in self-regulatory learning. This study adopts course attendance and assignment hand-in rates as learning strategies. This study aims to improve students’ self-regulated learning ability by applying self-regulatory cycle into their leaning process. The evaluation results show that students have very high performance goal reached rate (101%), high self-assessment accuracy (95%) of attendance rate, and medium self-assessment accuracy (79%) of assignment hand-in rate. The results also reveal that the self-assessment accuracy of assignment hand-in rate has significantly increased (94%) after several exercises. The results of the research indicated that the supporting tools and feedback mechanisms can assist user in self-regulated ability through the computer assisted self-regulated learning environment.