應用自我導向學習於培養大學生資訊素養能力之研究

Abstract

培養學生的批判性思考及問題解決能力一直是國內外教育機構的重要目標；藉由正式課程（如研究方法）或輔助性之訓練講習（如圖書資料之搜尋工具訓練）是一般大專院校為達成此教育目標而經常採用之方法。近數十年來，解決問題所需的基礎資料隨著網際網路之發展而呈現更高的多樣性以及可及性；相對地，學生的資料收集與問題分析能力也較以往更形重要與急切。在此情況下，教育機構希望透過「資訊素養」的養成教育，培養學生分辨何時需要資訊、如何取得資訊、評鑑資訊及有效利用資訊等能力。由於學生的學習能力與學習特性是影響學習成效的重要原因，本研究嘗試運用自我導向學習之概念與策略給予接受「資訊素養」訓練的大學生，以便了解自我導向學習方式對資訊素養能力養成的影響。在研究設計上，在學期開始時先對修習相同科目的兩班同學施與「資訊素養能力」與「自我導向學習成熟度」兩項測驗，學期當中則對其中一班同學提供有關自我導向學習的資訊及增進策略等資訊，於學期末再對兩班同學施與前述的兩項測驗。透過統計分析，本研究希望獲得「自我導向學習」對於大學生「資訊素養能力」培養之影響，進而作為規劃資訊素養訓練課程之參考。

To let students have the competency of critical thinking and problem-solving is always one of the major goals for all education institutes. In colleges and universities, courses like Research Method or seminars/workshops from library for information searching are the common ways to achieve the goal. Still, the diversity and accessibility of information for problem-solving increase rapidly with the improvement of internet technology in the past couple decades such that the competency of information collection and analysis has come more important than ever for students. Therefore, education institutes try to improve students’ competency through all kinds of programs of information literacy to let them “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.“ However, learning ability and characteristics are the main factors affecting the learningoutcomes for students. In this study, concept and strategies of self-directed learning are applied to the students who enrolled in the course including instructions of information literacy such that the effects of these strategies on enhancing of information literacy competency can be identified. In research design, undergraduate students from two identical courses with same major and enrolled-year will be asked to fill two questionnaires of information literacy competency and self-directed learning readiness at the first week of semester. Students in experimental class will receive supplemental documents and enhancing strategies of self-directed learning during the semester. At the end of semester, same questionnaires are applied as post-test. Through statistics analysis on those responses, this study can conclude the influences of self-directed learning on the improvement of information literacy competency.