國科會科教處與教育部合作目標導向計畫－從經驗學習理論探究運動管理實務課程之網路教學發展與成效

行政院國家科學委員會專題研究計畫成果報告

國科會科教處與教育部合作目標導向計畫－

從經驗學習理論探究運動管理實務課程之

網路教學發展與成效

計畫編號：NSC 89-2511-S-179-001-X3

執行期限：89 年 8 月 1 日至 90 年 7 月 31 日

主持人：朱麗麗 國立體育學院教育學程中心

共同主持人：高俊雄 國立體育學院體育管理學系

莫季雍 國立體育學院體育管理學系

黃雲龍 國立體育學院體育管理學系

This article introduces the approach of experiential learning theory for the development of network-supported practicum in higher education and described a case study using the specific theoretical approach.

Keywords: experiential learning,

network-supported practicum

1.Intr oduction

As Internet becomes popular, various internet-supported applications proliferated in recent years. Instructional websites, one of those different domains of implementation, provide not only instructional materials but also convenient interaction arenas. In the various established instructional websites, we can see similar technical frameworks, which usually use template-type tools as the learning environment (Hedberg & Sims, 2001). However, educational theory consideration was fewer in comparison with other types of technology application. In this article, an alternative network-supported application based on experiential learning theory, which including network-based

learning attainments as an integrated part of practicum in higher education, will be introduced.

2.Exper iential lear ning theor y

The authors looked back upon the most original concept of experience learning in order to be appropriately integrated into the application of network on education.

value-oriented activities, students’ reform of experience aiming at direct personal growth, and expansion of social life.

He had provided two principles as criteria of experience: continuity and interaction (Dewey, 1957). To the criterion of continuity, Dewey emphasized the principle of the necessary connection of education with experience. He thought “anything which can be called a study, … … .., must be derived from materials which at the outset fall within the scope of ordinary life-experience” (Dewey, 1990; pp. 118). Hence educational institution must help students to discover the relationship between learning materials and life. The beginning of instruction shall be made with the experience learners already have; furthermore, through growth of experience orderly develop and expand organized subject matter. Educator must select the things that can stimulate new ways of observation and judgment to expand the area of further experience and arrange the conditions that influence student’s experience. Briefly, the concept of Dewey’s continuity embraces the meanings of growth and progress.

As to the criterion of interaction, Dewey concerned both the personal internal need and the external conditions. The educators can regulate the objective conditions, but they shall pay more attentions to the learners’ capacities and needs. He criticized the traditional education did not consider the internal factors, which also decide what kind of experience is had. In other words, failure of adaptation of material to needs and capacities of individuals may cause an experience to be non-educative. Similarly, an individual who fails to adapt himself to the material will not have educational experience. Educators shall be directly concerned with the situations in which interaction takes place. Accordingly, educators have the responsibility to set up the conditions for present experience that has a favorable effect upon the future.

In summary, John Dewey’s concept of experience focused on the two principles of continuity and interaction. Due to the meaning of continuity embracing the growth

and progress and “the two principles of continuity and interaction are not separate from each other” (Dewey, 1990; pp.108), it could be synthesized that the nature of experience is composed of growth, continuity and interaction.

3.Fr amewor k constr uction

In retrospect, the development and impact of experiential learning theory was astonishingly great on educational practice. A holistic framework was worked out as Figure 1 speculating an induction from educational practice to the network-supported application course.

3.1Impact on Educational Pr actice

Professional education has proliferated in twentieth century under influence of Dewey’s pragmatism. Many traditional methods, such as apprenticeships, work/study, and internships, are revalued in higher education institutions, especially technological and vocational institutions that are related to certification (Wolf, 1995). The Sport Management Practice Course in the authors’ institution is a product under similar educational background.

In these types of practical educational program, named practicum or/and internship, curriculum design emphasizes competence-based, because the purpose of the professional education usually is to prepare their graduates for the world of work. It involves the precise specification of competences or behaviors to be learned which could vary markedly depending on a job or a role of work (Umiker, 1999).

While the traditions of experiential learning went into the age of

cognitive-development theory, instructional arrangements began valuing individual differences (Kolb, 1984).

3.2Resear ch Fr amewor k for this Case Study

For the needs of research, on the basis of holding the true nature of experiential learning, there are three application concepts of progress, connection, and adjustment derived from the natures of experience of growth, continuity and interaction.

principle of curriculum design for achieving the goal of progress, connection, and adjustment, the instructors who involve in the practice course are responsible to develop competencies index depending on the professional needs by himself or through panel discussions, which keep the principle of greatest cooperation and collaboration as well.

At the instruction level, the most practical frontline, the concepts of application of experience need to be further defined in order to implement. The concept of progress can transform to the activity of comparing the advance before and after learning of student. The concept of connection can be achieved by expansion of material contents for which instructor is responsible. The concept of adjustment can be implemented by observing the change of the student in leaning.

Of course, the results of education and instruction must count on the mechanism of evaluation. For students, all of the thinking, feeling, perception, and behaviors, which are the contents of experience, related to using of computer and network could be inquired. To instructors, the instructional design and lesson plans could be observed and researched.

4.Case study

4.1Cour se Backgr ound

The case of the “Sport Management Practice Course” was constructed on the common way which practicum course is comprised as a part of students’ whole learning outcomes. With the common understanding of the importance of network application in industry, the faculties intended to integrate the new development of network application into the practicum course, which include electronic newspaper and electronic commerce.

4.2Competence Index Development

Because the idea of integration the application of electronic newspaper and electronic commerce into the practicum course was presented freshly, necessary competency for the related learning experiences must be conceptualized. There

are three instructors in charge of different divisions of the practicum courses, representing the domains of the electronic newspaper, the electronic commerce, and the content of sport management respectively, therefore they developed individual competency index separately for his division.

4.3Resear ch Method

A questionnaire was developed to investigate the data and have been distributed to every student to fill out before the starting semester of practicum. During the period of semester, instructors met to discuss arrangements for the lesson plans according to the competencies index, the information derived from the questionnaire and following analysis; as well as communicated the idea about appropriate evaluation methods. Post questionnaires for comparing use were conducted to students again and some students were also interviewed individually to provide deeper opinions at the end of the semester.

5.Results and discussion

Due to the limitation of only one semester trial during the expanding over two years of practicum, the following analysis is based on the limited data and observation.

5.1Students

some troubles on connecting the Internet. Bandwidth, network stability, and virus were the most troublesome issues.

Although there was not establishment of a platform of electronic commerce in the first semester, focusing on the cognition, the simple style of electronic newspaper was produced. The students’ computer self-efficacy still significantly improved (N = 59, P < .01). The result means that students’ perception in regard with confidence of engaging in computer related work was increased, even only derived from the limited knowledge and understanding. However, deeper analysis shows that enhance of confidence neither came from the group students of electronic newspaper nor came from the group of e-commerce as shown on Table 1. At the pre mean score of computer self-efficacy, the e-commerce group presented significantly higher than the electronic newspaper group and the sport management group. After a semester the two groups of e-commerce group and sport management group showed increasing score, but the e-commerce group conversely got lower mean score. Based on analysis of interview data, the students who chose to attend the electronic commerce originally have more interests in information technology than the other students; however, they felt confused and distressed after reading the materials and listening to the discussion the instructor provided.

5.2Instr uctor s

All of three instructors participating to this study provided the competency index, but the degree of complexity and structure were different. That is because each instructor has his own goal of instruction. For this reason, this discrepancy on course framework is acceptable. Yet the relationship among three groups was originally set to back up one another on implementation of network application. Apparently because the communication among three groups was lacking, the most basic expectation was not appeared according to the observation on lesson plans and students’ response. Competency index transferring to systematic lesson plans including sequence and structure,

ideally should take time to work out with caution. In addition, the balance between the instructors’ subjective wish and the instructional environments seems an underlying point need to be counted in designing lesson plans. Taking consideration of students’ differences of learning and experiences is important as well on arranging materials and tasks for them. A measurement regarding student’s learning style based on Kolb’s experiential learning theory (1984) was conducted to every student. The analysis of learning style is still working on. Hence, better instructional design matching up students’ learning style with experiences could be expected in the following periods of practicum.

Refer ences

Dewey, J. (1934) Art as Experience. N. Y.:

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Dewey, J. (1957) Experience and Education.

N.Y.: The Macmillan Company.

Dewey, J. (1959) Democracy and Education.

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Dewey, J. (1990) Experience and Education, In Great Books of the Western World, 20th Century Philosophy and Religion, 55.

Chicago: Encyclopedia Britannica.

Hedberg, J. & Sims, R. (2001) Speculations on design team interactions. Journal of Interactive Learning Research, 12, 2/3,

193-208.

Kolb, D. A. (1984) Experiential Learning: Experience as The Source Learning and Development. Englewood Cliffs, NJ:

Prentice-Hall, Inc.

Umiker, W. (1999) The challenge of competence assessment. The Health Care Supervisor, 17, 3, 11-17.

Wolf, A. (1995) Competence-Based

Assessment. Buckingham: Open University