Hwang Gwo-Jen, Yang Chin-Lan, Chou Kuei-Ru, Chang Ching-Yi
Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taipei Taiwan.
Department of the Nursing National Taipei University of Nursing and Health Sciences Taipei Taiwan.
Br J Educ Technol. 2022 Mar 2. doi: 10.1111/bjet.13208.
Educators have indicated the need to foster students' ability to solve problems by acquiring up-to-date knowledge as well as promoting their competences for making decisions from diverse perspectives based on the acquired knowledge. Traditional courses mainly use lecture-based instruction without providing sufficient opportunities for students to practice and interact with the teacher; therefore, it is difficult to deliver such up-to-date knowledge via traditional instruction, not to mention fostering students' critical thinking. In this study, the Mobile technology-supported Decision, Reflection and Exercise (MDRE) model is proposed to address this problem. Moreover, a learning system is developed based on the proposed approach. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in a university with a two-group pretest posttest design to assess participants' learning achievement, critical thinking and learning satisfaction. The participants were two classes of undergraduate students. One class with 37 students was the experimental group learning with the MDRE learning approach, whereas the other class with 37 students was the control group learning with the conventional technology-based learning approach. Analysis of covariance was performed to evaluate the effect of the intervention on the target outcomes. It was found that the experimental group showed better learning achievement, critical thinking and learning satisfaction than the control group. This implies that the MDRE approach has good potential in helping learners think from diverse perspectives and promoting their learning performance and engagement, which is important in higher education aimed at fostering students' competence of acquiring up-to-date knowledge for solving problems.
教育工作者指出，有必要培养学生通过获取最新知识来解决问题的能力，以及提升他们基于所学知识从不同角度做出决策的能力。传统课程主要采用以讲座为主的教学方式，没有为学生提供足够的机会与教师进行实践和互动；因此，很难通过传统教学传授此类最新知识，更不用说培养学生的批判性思维了。在本研究中，提出了移动技术支持的决策、反思与练习（MDRE）模型来解决这一问题。此外，还基于所提出的方法开发了一个学习系统。为了评估所提出方法的有效性，在一所大学进行了一项准实验，采用两组前测后测设计来评估参与者的学习成绩、批判性思维和学习满意度。参与者是两个本科班级的学生。一个班级有37名学生，是采用MDRE学习方法的实验组，而另一个班级有37名学生，是采用传统基于技术的学习方法的对照组。进行协方差分析以评估干预对目标结果的影响。结果发现，实验组在学习成绩、批判性思维和学习满意度方面表现优于对照组。这意味着MDRE方法在帮助学习者从不同角度思考以及提升他们的学习表现和参与度方面具有良好潜力，这在旨在培养学生获取最新知识以解决问题能力的高等教育中非常重要。
