:::

詳目顯示

回上一頁
題名:發展即時動態學習負荷計量機制以建構適性化數位學習狀態診斷模式
作者:許碧珊 引用關係
作者(外文):Hsu, Pi-Shan
校院名稱:國立臺灣師範大學
系所名稱:工業教育學系
指導教授:吳明雄
學位類別:博士
出版日期:2009
主題關鍵詞:自我效能即時動態適性化數位學習使用者控制的學習決策使用者導向的互動介面學習負荷曲線學習風格學習效率self-efficacyreal-time dynamic adaptive e-learninguser-controlled learning decisionuser-friendly interactive interfacelearning load curvelearning stylelearning efficiency
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:0
本研究旨在以動態評量與認知負荷理論為基礎,發展一個數位學習之即時動態學習負荷計量機制,並運用資料探勘技術將學習者依學習風格、自我效能、學習效率進行特性化分組,探討各群組之特徵學習負荷曲線模態與其學習負荷量區間變化率趨勢特性與相對應臨界值,藉此建構適性數位學習狀態診斷模式。研究對象為某科技大學一年級165位學生。
本研究將學習者的個人學習特色納入適性學習機制的設計,並建立出真正即時動態、不受干擾的學習狀態診斷模式,透過使用者導向的雙向互動介面,使得學習者與教學者雙方都能夠於學習歷程中,持續性即時了解學習狀態,進而對系統提出最適化學習路徑做出最佳的學習決策。此成果可運用於建構新一代即時動態適性數位學習系統的規劃與開發,改善現行適性數位學習系統的設計缺失,達成以下四點特性︰﹙一﹚兼具即時動態、不受干擾的互動學習;﹙二﹚即時動態、不受干擾的量化學習狀態回饋;﹙三﹚使用者控制的學習決策;﹙四﹚即時動態之使用者導向的互動介面。
The purpose of this research was to construct a diagnostic model of adaptive e-learning condition based on the theories of dynamic assessment and cognitive load. By using data mining technology, the learners were grouped according to the characteristics of their learning style, self-efficacy, and learning efficiency. To construct a diagnostic model of adaptive e-learning condition, the characterized learning load curve patterns were developed by the real-time dynamic quantitative measurement mechanism of learning load, the variation rate tendency and respective critical figures among each group was analyzed. One hundred and sixty-five freshmen students from a university of technology at southern Taiwan participated in this research.
The personal learning characteristic was taken into consideration in the adaptive e-learning mechanism design and the real-time dynamic, non-interference diagnostic model of adaptive e-learning condition was established accordingly. The user-friendly interactive interface enabled the learner and instructor to recognize the learning condition continuously in the learning process and assist a learner in making the optimal learning decision according to the adaptive learning path suggested by the e-learning system. The results of the study can be applied in planning and developing the new generation real-time dynamic adaptive e-learning system in order to improve the defects of existing one and achieve the following purposes: (1) real-time dynamic, non-interference interactive learning, (2) real-time dynamic, non-interference quantitative learning condition feedback, (3) user-controlled learning decision, (4) real-time dynamic user-friendly interactive interface.
一、中文文獻
王宗斌(1999)。訓練方式、電腦自我效能及學習型態對學習績效的影響─網頁設計時的研究。國立中央大學資訊管理研究所碩士論文,未出版,桃園縣。
王甦、汪安聖(2004)。認知心理學。台北︰五南圖書出版。
王錦如(2001)。國小學童學習困難的診斷與輔導—運用動態評量模式。國立台中師範學院國民教育研究所碩士論文,未出版,台中市。
白如婷(2006)。數位學習之適性化學習路徑規畫機制研發。國立成功大學製造工程研究所碩士論文,未出版,台南市。
江文慈(1993)。槓桿認知能力發展的評量與學習遷移歷程的分析-動態評量之應用。國立台灣師範大學教育心理與輔導研究所碩士論文,未出版,台北市。
先勝工作室、Certiport China(2008)。IC3計算機綜合能力總考核國際認證。台北:台科大圖書公司。
李堅萍(2006)。培育科技創造力應重視實作技能的教學與自我效能的激發。生活科技教育月刊,8,21-28。
宋曜廷(2000)。先前知識文章結構和多媒體呈現對文章學習的影響。國立臺灣師範大學教育心理與輔導研究所博士論文,未出版,台北市。
吳天方(1997)。我國師範大學工業教育學生學習風格之相關研究。教育研究資訊,5(5),114-132。
吳志銘(1998)。引導式網際網路遠距教學機制。國立清華大學資訊工程學系碩士論文,未出版,新竹市。
吳宗杉、顏聖豪(2006,2月)。科技接受模型應用於探索數位學習網站之使用傾向。論文發表於國立台北大學舉辦之「2006電子商務與數位生活研討會」,台北市。
吳金聰(2006)。認知負荷理論及其在資源班教學上的應用︰以國文和數學為例。教育研究,14,179-190。
吳俞民(2003)。網路教學技術應用分析。國立屏東科技大學資訊管理研究所碩士論文,未出版,屏東縣。
吳美美(2004)。數位學習現況與未來發展。圖書館學與資訊科學,30(2),92-106。
沈中偉、黃秋娟(1994)。魏考斯基的理論方法對心理發展的啟示。視聽教育雙月刊,35(5),1-14。
余泰魁(2007)。科技媒介學習環境之學習成效比較研究。教育心理學報,39(1),69-90。
余泰魁、林益民(2005)。跨群組線上學習行為不變性之實證與研究。資訊管理學報,12(4),1-30。
周秀蓉(2002)。技職院校與大學學生對網路教學的需求與學習滿意度之研究─以南部地區為例。載於國立屏東科技大學舉辦之「第十七屆全國技術及職業教育研討會」論文集(pp.405-414),屏東縣。
林生傳(1985)。國中學生學習式態之相關因素及其與學校教育態度、學業成就的關係。教育學刊,6,41-94。
林幸華、連麗真(2002)。導入數位學習的第e步。台北︰漢智電子商務出版社。
林妙冠(2004)。網路學習者之電腦自我效能於數位學習滿意度與使用意願關聯性研究-以神迷經驗為中介變數。私立大葉大學資訊管理研究所碩士論文,未出版,彰化縣。
林信男(2001)。適性化學習網站之研究:以高中數學為例。國立交通大學資訊科學研究所碩士論文,未出版,新竹市。
林勇成(2002)。網路虛擬實驗室在國小自然領域教學之學習成效影響研究。國立台南師範學院資訊研究所碩士論文,未出版,台南市。
林敏慧(1992)。國小輕度智障兒童學習潛能評量之研究。國立台灣大學特殊教育研究所碩士論文,未出版,台北市。
林進材(2003)。教學理論與方法(第三版)。台北:五南圖書出版。
林雲龍、李天佑(2000)。利用教學代理人機制設計適性教學網頁。載於國立中央大學舉辦之「第五屆全球華人學習科技研討會暨第十屆國際電腦輔助教學研討會」論文集(pp.11-18),桃園縣。
林傑斌、劉明德、陳湘(2002)。資料採掘與OLAP 理論與實務。台北:文魁出版社。
胡永崇(1993)。動態性評量及其對特殊教育的啟示。初等教育研究,5,24-63。
洪明洲(1999)。網路教學。台北︰華彩圖書出版。
施賀建(2003)。學習風格與方式對學習成效之影響-以互動式與否為基礎。中原大學資訊管理研究所碩士論文,未出版,桃園縣。
柯麗卿(2004)。國中資優生獨立研究與學習風格的關係及獨立研究學習成效相關因素之研究。資優教育研究,4(2),43-64。
徐易稜(2001)。多媒體呈現方式對學習者認知負荷與學習成效之影響 研究。國立中央大學資訊管理研究所碩士論文,未出版,桃園縣。
孫志麟(1991a)。魏卡斯基的近側發展區理論。資優教育季刊,40,9-12。
孫志麟(1991b)。自我效能的基本概念及其在教育上的應用。教育研究雙月刊,22,47-54。
孫志麟(1992)。近側發展區理論對教學上的啟示。教育研究雙月刊,24,24-31。
孫春在(1997)。「合作式遠距教學」簡介。資訊與教育,58,12-17。
翁林仲(2004)。眼科醫療數位化學習之研究與發展。北市醫學雜誌,1(3),249-251。
翁嘉鴻 (2001)。以認知負荷觀點探討聽覺媒體物件之媒體呈現方式對學習成效之影響。國立中央大學資訊管理研究所碩士論文,未出版,桃園縣。
耿筱曾、蕭建嘉(2002)。以概念構圖的動態評量(CMDA)探討國小高年級學童「地球運動」的概念改變。國立台北師範學院學報,15,207-208。
張明敏(2001)。網路教學網站之營運策略與關鍵因素之探討。國立彰化師範大學商業教育研究所碩士論文,未出版,彰化市。
張春興(1996)。教育心理學-三化取向的理論與實踐。台北:東華圖書出版。
張春興(2002)。心理學原理。台北︰東華圖書出版。
張時力(2005)。特徵化線上學習活動診斷系統。中原大學資訊工程研究所碩士論文,未出版,桃園縣。
張善智(2004)。知識管理、教育訓練與e-learning之整合實踐。T&D飛訊,28,1-11。
張錦松(2004)。以代理人為架構實作於學習端之學習歷程分析。國立中正大學資訊工程研究所碩士論文,未出版,嘉義縣。
郭季緞(2005)。以認知負荷理論探討數學問題設計與後設認知策略教學對國小高年級學生數學解題之影響。國立高雄師範大學教育學研究所博士論文,未出版,高雄市。
郭璟諭(2003)。媒體組合方式與認知型態對學習成效與認知負荷之影響。國立中央大學資訊管理研究所碩士論文,未出版,桃園縣。
許文楷、黃秀慧、陳榮方(2006)。企業員工對新導入資訊科技學習態度研究-以ERP 系統之使用者為例。教育心理學報,38(1),19-36 。
許家驊(1998)。從社會互動認知建構觀點探討動態評量在評估及促發認知監控潛能上的應用性。初等教育學報,11,335-364。
曹世亮(2001)。永續學習的e-Learning 架構:以學習型組織為基礎的探討。資訊與教育雜誌特刊,163~179。
陳年興(1998)。全球資訊網整合式學習環境。資訊與教育雜誌,64,2-13。
陳年興、楊錦潭(2006)。數位學習理論與實務。台北︰博碩文化。
陳明琪(2003)。多媒體網路教學與傳統教學對學習效果之比較─以商業類科為例。教學科技與媒體,63,49-64。
陳明溥、莊良寶(1999,10月)。全球資訊網學習環境中學習活動型態與學習成效之探討。論文發表於國立中山大學舉辦之「1999年台灣區網際網路研討會」,高雄市。
陳明溥、顏榮泉(1999,3月)。網路化問題導向學習系統建構模式之研究。論文發表於逢甲大學舉辦之「第八屆電腦輔助教學國際研討會」,臺中市。
陳秀瑄(2007)。先備知識與過程導向教學對認知負荷與知識遷移之影響研究。國立彰化師範大學商業教育研究所碩士論文,未出版,彰化市。
陳昭珍(2003)。數位學習與數位圖書館。書苑季刊,56,46-59。
陳俊隆 (2000)。 一個多代理人為基礎之智慧型教學代理人。私立逢甲大學資訊工程研究所碩士論文,未出版,台中市。
陳淑敏(1994)。Vygotsky 的心理發展和教育。屏東師範學報,7,119-144。
陳密桃(2003)。認知負荷理論及其對教學的啟示。國立高雄師範大學教育系教育學刊,21,29-51。
陳欽峰(2004)。Scorm-Based 適性化網路學習管理平台之設計。臺中師範學院教育測驗統計研究所碩士論文,未出版,台中市。
陳彙芳(1999)。多媒體電腦輔助學習之實驗室研究-探討認知負荷對學習成效之影響。國立中央大學資訊管理研究所碩士論文,未出版,桃園縣。
粘武清(2002)。互動式電子學虛擬實驗室網站之實作技巧研究。國立彰化師範大學物理學系研究所碩士論文,未出版,彰化市。
溫嘉榮(2003)。教師如何將資訊融入學科成為教學工具。教育研究月刊,105,75-81。
溫嘉榮、郭勝煌(2007)。應用MOODLE建構原住民族語適性化數位學習之策略探討—以阿美族語為例。載於行政院原住民族委員會舉辦之「2007原住民族語言發展理論與實務研討會」論文集(pp.43-55),台北市。
曾文良(2002)。適性式學習環境在氧化還原網站之應用研究。靜宜大學應用化學研究所碩士論文,未出版,台中縣。
曾憲雄、蔡秀滿、蘇東興、曾秋蓉、王慶堯(2008)。資料探勘。台北︰旗標出版公司。
梁定澎(2004)。決策支援系統與企業智慧。台北:智勝文化。
梁茂森(1998)。國中生學習自我效能量表之編制。教育學刊,14,155-192。
湯大緯(2002)。自我效能與工作績效之關聯性探討。人事月刊,34(4),5-13。
游光昭(2003)。電子化學習與企業教育訓練之關係探討。T&D飛訊,7,1-8。
游光昭、林坤誼(2007)。數學、科學、科技統整課程對不同學習風格 學習者在學習成效上之影響。教育研究學報,41(1),1~16。
游光昭、林坤誼、林珍瑩(2004)。學習者在網路化科技整合學習系統的學習型態與影響因素之研究。教育科學期刊,4(2),40-62。
游政男(2001)。學習風格與超媒體網頁架構方式對學習鐘擺週期之影響。國立東華大學教育研究所碩士論文,未出版,花蓮縣。
資策會(2004)。數位學習大未來。台北︰經濟部工業局委製。
黃巧琪(2004)。認知負荷理論及其在教學上的啟示。教育研究,61,77-83。
黃貝玲(2001)。從數位學習的發展看企業線上訓練。電子化企業:經理人報告,19,12-23。
黃克文(1996)。認知負荷與個人特質及學習成就關聯。國立台北師範學院國民教育研究所碩士論文,未出版,台北市。
黃明月(1999)。遠距教學與終身學習。教育資料集刊,24,45-59。
黃孟元、黃嘉勝(1999)。遠距教育的定義、演進及其理論基礎分析。視聽教育雙月刊,40(4),8-18。
黃保瑞(2003)。符合SCORM 之教材設計--以電腦資訊處理為例。逢甲大學資訊工程學系研究所碩士論文,未出版,台中市。
黃柏勳(2004)。課程與教學的研究新取向:認知負荷論。中等教育,55(6),128-138。
黃炯瑩(2004)。不同思考風格國小學童在e-learning社會科學習成效之探討。國立新竹師範學院國民教育研究所碩士論文,未出版,新竹市。
黃毓華、鄭英耀(1996)。一般性自我效能量表之修訂。測驗年刊,43,279-285。
黃儒傑(2008)。教師教學思考的負荷、社會支持及其教學表現:以台中縣市幼稚園為例。教育心理學報,40(1),85-106。
萬金生(2003)。探討一般自我效能對台灣地區資訊人員特殊自我效能影響委外工作績效之研究。高雄餐旅學報,2,135-145。
萬金生(2004)。資訊委外人員特殊與一般自我效能模型的驗証:台灣地區公營機構為例。中山管理評論,12(1): 135-172。
管怡婷(2004)。以學習風格為基礎之學習資源推薦機制研究。中原大學資訊管理研究所碩士論文,未出版,桃園縣。
劉仲矩、張文華(2003)。數位學習平台廠商課程內涵與商業模式之研究。載於台北科技大學舉辦之「2003知識與價值管理學術研討會」論文集(pp.402-408),台北市。
劉佩雲(2000)。自我調整學習模式之驗證。教育與心理研究,23,173-205。
劉信雄(1992)。國小學生認知風格、學習策略、自我效能與學業成就關係之研究。國立政治大學教育研究所博士論文,未出版,台北市。
鄭碧月(2001)。社會認知理論在會計技能學習上之研究。台南女子技術學院學報,20,193-204。
鄭經文、楊曉強(2007,4月)。從Frederick Herzberg 雙因子理論探討國小教師對教師研習數位化的態度。論文發表於中華大學舉辦之「第三屆電腦與網路科技在教育上的應用研討會」,新竹市。
蔡曉慧(1997)。社教機構短期研習班成人學習者學習型態及其相關因素之研究。國立中正大學成人及繼續教育研究所碩士論文,未出版,嘉義縣。
蔣立琦、郭雅雯、林綽娟(2004)。自我效能之概念分析。護理雜誌,51(2),67-72。
蔣葆琳(2002)。大學生在非同步網路教學環境中自我效能研究。國立東華大學教育研究所碩士論文,未出版,花蓮縣。
簡綜男(1999)。互動式多媒體輔助教材在電腦教學之學習成效影響研究。國立中央大學資訊管理研究所碩士論文,未出版,桃園縣。
薛雅明(2005)。超媒體學習系統中互動性對系統認知態度、滿意度與學習成效之影響。南大學報教育類,39(1),175-192。
鍾瑞國(2007)。從自我導向學習觀點探討三明治課程之學習歷程。花蓮教育大學學報,25,85-103。
鍾瑞國、楊寶華(2006)。發展企業數位學習成效評鑑指標之研究。人力資源管理學報,6(1),123-140。
戴建耘(2005,7月)。一種動態式全球計算機綜合能力標準建構模式—網路與計算機核心能力標準與國際認證。論文發表於國立台灣師範大學工業教育學系舉辦之「中美技職教育研討會」,台北市。
戴建耘、盧治均、廖秋惠(2007)。應用Data Mining建置一分類模型。電子商務研究,5(1),109-124。
顏榮泉(1996)。全球資訊網在教學與學習上之應用探討。教學科技與媒體,25,33-41。
顏嘉惠(2004)。個人差異對採用線上學習影響之研究。吳鳳學報,12,527-534。
蘇照雅、陳怡穎(2005)。數位學習導入企業組織之探討。生活科技教育月刊,38(7),26-36。

二、英文文獻
Allal, L., & Ducrey, G. P. (2000). Assessment of -- or in -- the zone of proximal development. Journal of Learning and Instruction, 34 (1), 137-152.
Armatas, C., Holt, D., & Rice, M. (2003). Impacts of an online-supported, resource-based learning environment: Does one size fit all? Distance Education, 24 (2), 141-158.
Baillie, C., & Percoco, G. (2000). A study of present use and usefulness of computer-based learning at a technical university. European of Journal of Engineering Education, 25(1), 33-43.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Bandura, A. (1986). Social foundations of thought and action︰A social cognitive theory. Englewood Cliffs, NJ:Prentice Hall.
Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Development Psychology, 25 (5), 729-735.
Bandura, A. (1992). Exercise of personal agency though the self-efficacy mechanism. In R. Schwarzer (Ed.), Self-efficacy: Thought control of action (pp.3-38). Washington, DC: Hemisphere.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A., Adams, N. E., & Beyer, J. (1977). Cognitive processes mediating behavioral change. Journal of Personality and Social Psychology, 35(3), 125-139.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.
Behrouz, M. B., Kashy, D. A., Kortemeyer, G., & Punch, W. F. (2003, November). Predicting student performance: An application of data mining methods with an educational web-based system. Paper presented at the 33rd ASEE/IEEE Frontiers in Education Conference, Boulder, CO.
Bolig, E. E., & Day, J. D. (1993). Dynamic assessment and giftedness: The promise of assessing training responsiveness. Roper Review, 16(2), 110-113.
Bransford, J. D., Brown, A., & Cocking, R. (2000). How people learn: Mind, brain, experience and school. Washington, DC: National Academy Press.
Brown, A. L., & French, L. A. (1979). The zone of potential development: Implications for intelligence testing in the year 2000. In R. J. Sternberg, & D. K. Detterman, Human intelligence: Perspectives on its theory and measurement (pp. 217–235). Norwood, NJ: Ablex.
Brusilovsky, P. (1996). Methods and techniques of adaptive hypermedia. User Modeling and User Adapted Interaction, 6(2-3), 87-129.
Brusilovsky, P. (2001). Adaptive hypermedia. User Modeling and User-Adapted Interaction, 11, 87-110.
Budoff, M. (1987). Measures for assessing learning potential. In C.S. Lidz (Ed.), Dynamic assessment: An interaction approach to evaluation learning potential (pp.173-195). New York: Guiford.
Campione, J. C. (1989). A taxonomy of approaches and an outline of strengths and weakness. Journal of Learning disabilities, 22(3), 151-165.
Campione, J. C., & Brown, A. L. (1987). Linking dynamic assessment with school achievement. In C.S. Lidz (Ed.), Dynamic assessment: An interaction approach to evaluation learning potential (pp.173-195). New York: Guiford.
Cano, F., & Justicia, F. (1993). Factores academicos, estrategiasy estilos de aprendizaje [Academic factors, learning strategies and learning styles]. Revista de Psicologi a Generaly Aplicada, 46(1), 89-99.
Carison, J. S., & Wiedl, K. H. (1992). The dynamic assessment of intelligence. In H. C. Haywood, & D. Tzuriel (Eds.), Interactive assessment (pp.167-186). New York : Springer Verlag.
Chen, S. Y., & Macredie, R. D. (2004). Cognitive modeling of student learning in web-based instructional programs. International Journal of Human-Computer Interaction, 17(3), 375-402.
Chou, H. W., & Wang, T. B. (2000). The influence of learning style and training method on self-efficacy and learning performance in WWW homepage design training. International Journal of Information Management, 20, 455-472.
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. London, UK: Learning and Skills Research Center.
Commings, T. G., & Wirley, C. G. (2001). Organization development and change(7th Ed). Cincinnati, OH: Southwestern College Publishing.
Copporla, N. W., Hiltz, S. R., & Rotter, N. G. (2002). Becoming a virtual professor: pedagogical roles and asynchronous learning networks. Journal of Management Information Systems, 18(4), 169-189.
Curry, L. (1983). An organization of learning styles, theory and constructs. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada. (ERIC Document Reproduction Service No. ED235185)
Day, J. D. (1983). The zone of proximal development. In M. Pressley, & J. R. Levin, Cognitive strategy research: Psychological foundations (pp. 155–175). New York: Springer Verlag.
Day, J. D., & Hall, L. K. (1987). Cognitive assessment, intelligence, and instruction. In J. D. Day, & J. G. Borkowski (Eds.), Intelligence and exceptionality: New directions for theory, assessment, and instruction practices (pp.57-80). Norwood, NJ: Ablex.
Demirbas, O. O., & Demirkan, H. (2007). Learning styles of design students and the relationship of academic performance and gender in design education. Learning and Instruction, 17, 345-359.
Demirkan, H., & Demirbas, O. O. (2008). Focus on the learning styles of freshman design students. Design Studies, 29, 254-266.
Dunn, R., & Dunn, K. (1979). Learning styles/teaching styles : Should they …can they…be matched. Educational Leadership, 36(4), 238-244.
Duo, J. F., & Yuen, S. C. Y. (1999a, December ). Creating and maintaining a web-based online course. Paper presented at the Association for Career and Technical Education’s (ACTE) Annual Convention, Orlando, FL.
Duo, J. F., & Yuen, S. C. Y. (1999b, December ). Using the internet to improve teaching and learning in vocational education. Paper presented at the Association for Career and Technical Education’s (ACTE) Annual Convention, Orlando, FL.
Duo, J. F., & Yuen, S. C. Y. (2000, March). Teaching on the World Wide Web. Paper presented at the 37th Annual American Technical Education Association(ATEA) Conference, Louisville, KY.
Federico, P. A. (2000). Learning styles and student attitudes toward various aspects of network-based instruction. Computers in Human Behavior, 16, 359-379.
Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering. Education, 78(7), 674-681.
Feuerstein, R., Rand, Y., & Hoffman, M. B. (1979). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instrument, and techniques. Baltimore: University Park Press.
Folkman, S. (1984). Personal control and stress and coping process: A theoretical analysis. Journal of Personality and Social Psychology, 46(4), 839-852.
Gallimore, R., & Tharp. R. (1990). Teaching mind in society: Teaching, schooling and literate discourse. In L.C. Moll(Ed.), Vygotsky and education(pp.175-205). Cambridge University Press.
Galloway, D. L. (2005). Evaluating distance delivery and e-learning: Is Kirkpatrick’s model relevant? Performance Improvement, 44(4), 21-27.
Gau, T., & Tzai, C. (1999). Learning styles and instructional design. Educational Resources and Research, 29, 46-49.
Gecas, V. (1989). The social psychology of self-efficacy. Annual Review of Sociology, 15, 291.
Gerjects, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load : Evidence from hypertext-based instruction. Educational Psychologist, 38(1), 33-41.
Greenfield, P. M. (1984). A theory of the teacher in the learning activities of everyday life. In B. Rogoff, & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 95-116).Cambridge, MA: Harvard University Press.
Hart, S. G. (1986). Theory and measurement of human workload. In J. Zeidner(Ed.), Human productivity: Enhancement(pp.496-555). New York: Praeger.
Haywood, H. C., Brown, A. L., & Wingenfeld, S. (1990). Dynamic approaches to psycho educational assessment. School Psychology Review, 19(4), 411-422.
Hiltz, S. R., & Turoff, M. (2005). Education goes digital: The evolution of online learning and the revolution in higher education. Communications of the ACM, 48 (10), 59-64.
Hsu, P. S., Chang, T. J., & Wu, M. H. (2009). A new diagnostic mechanism of instruction: A dynamic, real-time and non-interference quantitative measurement technique for adaptive e-learning. International Journal of Distance Education Technology, 7(3).
Hughes, C., & Hewson, L. (1998). Online interactions: Developing a neglected aspect of the virtual classroom. Education Technology, July-August, 48-55.
Hutchins, H. M. (2004). Enhancing skill maintenance through relapse prevention strategies: A comparison of two models. Unpublished doctoral dissertation, University of North Texas, Denton, TX.
Jerusalem, M., & Schwarzer, R. (1992). Self-efficacy as a resource factor in stress appraisal processes. In R. Schwarzer (Ed.), Self-efficacy: Thought control of action (pp.195-213). Washington, DC: Hemisphere.
Jex, S. M. (1998). Stress and job performance. London: Sage Publications.
Jonassen, D. H. (1988). Designing structured hypertext and structuring access to hypertext. Educational Technology, 28(11),13-16.
Kalyuga, S., Chandler, P., & Sweller, J.(2000). Incorporating learning experience into the design of multimedia instruction. Journal of Educational Psychology, 92(1), 126-136.
Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96, 558-568.
Kalyuga, S., & Sweller, J. (2005). Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning. ETR&D, 53(3), 83-93.
Kathawala, Y., & Wilgen, A. (2004). E-learning: Evaluation from an organization’s perspective. Training & Management Development Methods, 18(4), 501.
Kavanagh, D. J. (1992). Self-efficacy and depression. In R. Schwarzer (Ed.), Self-efficacy: Thought control of action (pp.3-38). Washington, DC: Hemisphere.
Keefe, J. W. (1988). Profiling and utilizing learning style. Reston, VA : National Association of Secondary School Principals.
Kolb, D. A. (1976). Learning style inventory technical manual. Boston: McBer and Company.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Kolb, D. A. (1985). Learning style inventory: Self-scoring inventory and interpretation booklet. Boston: Mcber and Company.
Kolb, A. Y., & Kolb, D. A. (2005). The Kolb learning style inventory— version 3.1: technical specifications. Boston.: Hay Resources Direct.
Kraus, L. A., Reed, W. M., & Fitzgerald, G. E. (2001). The effects of learning style and hypermedia prior experience on behavioral disorders knowledge and time on task: A case-based hypermedia environment. Computers in Human Behavior, 17, 125-140.
Kolb, I. M., Rubin, J., & McIntyre, M. (1979). Organizational psychology: an experiential approach. Englewood Cliffs, NJ: Prentice Hall.
Kumar, A. (1999). Learner characteristics and success in Indian distance education. Open Learning, 14(3), 52-58.
Lent, R. W. (1984). Relation of self-efficacy expectation to academic achievement and persistence. Journal of Counseling Psychology, 31(3), 356-362.
Lidz, C. S. (1987). Dynamic assessment: An interactional approach to evaluating learning potential. New York:The Guilford Press.
Lim, D. H., & Kim, H. (2003). Motivation and learner characteristics affecting online learning and learning application. Journal of Educational Technology Systems, 31 (4), 423-439.
Mainemelis, C., Boyatzis, R., & Kolb, D. A. (2002). Learning styles and adaptive flexibility: testing experiential learning theory. Management Learning, 33, 5-33.
Martinez, M., & Bunderson, C. V. (2000). Building interactive World Wide Web learning environments to match and support individual learning differences. Journal of Interactive Learning Research, 11(2), 131-162.
McCarthy, W. J., & Newcomb, M. D. (1992). Two dimensions of perceived self-efficacy: cognitive control and behavioral coping ability. In R. Schwarzer (Ed.), Self-efficacy: Thought control of action (pp.3-38). Washington, DC: Hemisphere.
McCray, G. E. (2000). The hybrid course: Merging on-line instruction and the traditional classroom. Information Technology and Management, 1, 307-327.
Meyer, K. A. (2003). The Web’s impact on student learning. T.H.E.Journal, 30(10), 14-24.
Molenda, M.(2003). Educational media and technology yearbook 2003: Issues and trends in instructional technology. New York: Libraries Unlimited Inc.
Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87(2), 319-334.
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth Publishing.
Myers, I. B., & Mcaulley, M. H. (1985). Manual: A guide to the development and use of the Myers-Briggs type indicator. CA: Consulting Psychologists Press.
Myller, N., Suhonen,J., & Sutinen, E.(2002). Using data mining for improving web-based course design. IEEE proceeding of the international conference on computers in education, 959-963.
O’Donnell, R. D., & Eggemeier, F. T. (1986). Workload assessment methodology. In Boff, K., Kauffmann, L., & Thomas, J.(Eds), Handbook of perception and human performance, 2(42), pp.1-49. New York: Wiley .
Palincsar, A. S. (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist, 27(1/2), 73-98.
Paas, F. G. W. C. (1992). Training strategies for attaining transfer of problem-solving skill in statistics:A cognitive load approach. Journal of Educational Psychology, 84(4),429-434.
Paas, F., Renkle, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1) ,1-4.
Paas, F. G. W. C., & van Merriënboer, J. J. G. (1993). The efficiency of instructional conditions: An approach to combine mental effort and performance measures. Human Factors, 35, 737-747.
Paas, F. G. W. C., & van Merriënboer, J. J. G. (1994a). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive load approach. Journal of Educational Psychology, 86(1), 122-133.
Paas, F. G. W. C., & van Merriënboer, J. J. G. (1994b). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 51-71.
Papanikolaou, K. A., Mabbott, A., Bull, S., & Grigoriadou, M. (2006). Design learner-controlled educational interaction based on learning/ cognitive style and learner behavior. Interacting with Computers, 18,
356-384.
Penny, C. G.(1989). Modality effects and the structure of short-term verbal memory. Memory & Cognitive, 17(4), 398-422.
Perkowitz, M., & Etzioni, O. (1997). Adaptive web sites: An AI challenge. In Proceedings of the 15th International Joint Conference on Artificial Intelligence, Nagoya, Japan, 16-23.
Potosky, D. (2002). A field study of computer self-efficacy beliefs as an outcome of training: The role of computer playfulness, computer knowledge, and performance during training. Computer in Human Behavior, 18(3), 241-255.
Reid, G. B., & Nygren, T. E. (1988). The subjective workload assessment
technique: A scaling procedure for measuring mental workload. In Hancock, P.A., & Meshkati N. (Eds.), Human mental workload (pp.185-218). Amsterdam : North-Holland.
Reiff, J. C. (1992). Learning styles. Washington, DC: National Education Association.
Rosenberg, M. J. (2001). E-Learning: Strategies for delivering knowledge in the digital age. New York: McGraw-Hill.
Rutz, E. (2003). Learning styles and educational performance—
Implications for professional development programs. CIEC Conference Proceedings, Tucson, AZ.
Santally, M. I., & Alain, S. (2006). Personalization in web-based learning environments. International Journal of Distance Education Technologies, 4(4), 15-35.
Sarasin, L. C.(1999). Learning style perspectives: Impact in the classroom. Madison, WI: Atwood.
Scholz, U., Gutierrez, D. B., Sud, S., & Schwarzer, R. (2002). Is perceived self-efficacy a universal construct? Psychometric findings from 25 countries. European Journal of Psychological Assessment, 18(3), 242-251.
Schwarzer, R., & Scholz, U. (2002). Cross-cultural assessment of coping resources: The general perceived self-efficacy scale. Paper presented at the First Asian Congress of Health Psychology and Culture, Tokyo, Japan.
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.
Sewall, T. J. (1986). The measurement of learning style: A critique of four assessment tools. Green Bay, WI: Wisconsin University Assessment Center.
Sheridan T. B., & Stassen H. G. (1979). Definitions, models and measures of human workload. In Morray N.(Ed), Mental workload. Its theory and measurements (pp.219-234). New York: Plenum Press.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2003). Teaching and learning at a distance: Foundations of distance education. Upper Saddle River, NJ: Merrill Prentice Hall.
Smith, D. M., & Kolb, D. A. (1985). User’s guide for learning style inventory. Boston: Macber and Company.
Stantly, N. V. (1993). Gifted and the zone of proximal development. Gifted Education International, 9, 78-81.
Sun, K.T., Lin, Y.C., & Yu, C.J. (2008). A study on learning effect among different learning styles in a web-based lab of science for elementary school students. Computers & Education, 50(4), 1411-1422.
Sweller, J.(1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
Sweller, J.(1989). Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science. Journal of Educational Psychology, 81, 457-466.
Sweller, J.(1990). On the limit evidence for the strategies. Journal for Research in Mathematics Education, 21(5), 411-415.
Sweller, J.(1993). Some cognitive processes and their consequences for the
organization and presentation of information. Australian Journal of Psychology, 45, 1-8.
Sweller, J.(1994). Cognitive load theory, learning difficulty and instructional design. Learning and Instruction, 4, 295-312.
Sweller, J.(2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32, 9-31.
Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, 10(3), 251-285.
Terrell, S. R. (2002). The effect of learning style on doctoral course completion in a web-based learning environment. Internet and Higher Education, 5, 345–352.
The Donath Group, Inc. (2002). IC3 analysis & evaluative report. MA: The Donath Group, Inc.
Thompson, L. F., & Lynch, B. J. (2003). Web-based instruction: Who is inclined to resist it and why? Journal of Educational Computing Research, 29(3), 375-385.
Tseng, J. C. R., Chu, H. C., Hwang, G. J., & Tsai, C. C. (2008). Development of an adaptive learning system with two sources of personalization information. Computer & Education, 51, 776-786.
Tzuriel, D., & Haywood, H. C. (1992). The development of interactive – dynamic approaches to assessment of learning potential. In H. C. Haywood, & D. Tzuriel (Eds.), Interactive assessment (pp.3-37). New York: Springer Verlag.
Valcke, M. (2002). Cognitive load: Updating the memory? Learning and Instruction, 12, 147-154.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wang, K. H., Wang, T. H., Wang, W. L., & Huang. S. C. (2006). Learning styles and formative assessment strategy: Enhancing student achievement in web-based learning. Journal of Computer Assisted Learning, 22(3), 207-217.
Webster, J., & Hackley, P. (1997). Teaching effectiveness in technology-mediated distance learning. Academy of Management Journal, 40 (6), 1282-1309.
Wells, J. B., Layne, B. H., & Allen, D. ( 1991).Management development training and learning styles. Public Productivity & Management Review, 14(4), 415-428。
Wierwille, W. W., & Eggmeier, F. L. (1993). Recommendations for mental workload measurement in a test and evaluation environment. Human Factor, 35, 263-281.
Wood, R., & Bandura, A. (1989). Social cognitive theory of organization management. Academy of Management Review, 14 (3), 361-384.
Wood, D. J., Bruner, J. S.,&Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology, 17, 89-100.
Yang, C. H. (2001). The application of internet teaching in grade 1-9 curriculum. Taiwan Education, 607, 2-9.
Yeung, A. S.(1999). Cognitive load and learner expertise: Split attention and redundancy effects in reading comprehension tasks with vocabulary definitions. The Journal of Experiment Education, 67(3), 197-217.
Zhang, J. X., & Schwarzer, R. (1995). Measuring optimistic self-beliefs: A Chinese adaptation of the general self-efficacy scale. Psychologia, 38, 174-181.

三、網路資料
IC³ 台灣區認證中心(2008)。 IC3全球資訊素養能力課程與計算機綜合應用能力認證考核項目總分析表。2008年7月11日,取自
http://www.certiport.com.tw/ic3/ic3_intro_2.php
ASTD (2003). E-Learning. Retrieved November 13, 2008, from http://www.astd.org/ASTD/
Certiport (2008). Internet and computing benchmark and mentor. Retrieved July 10, 2008, from http://certprep.certiport.com
Greenglass, E., Schwarzer, R., & Taubert S. (1999). The proactive coping inventory(PCI). Retrieved June 08, 2008, from http://userpage.fu-berlin.de/~health/greenpci.htm
Karrer, T. (2006). E-Learning technology: What is e-Learning 2.0? Retrieved Aug 20, 2008, from http://elearningtech.blogspot.com/2006/02/what-is-elearning-20.html
Kear, M. (2000). Concept analysis of self-efficacy. Graduate Research in Nursing. Retrieved May 16, 2008, from http://www.graduateresearch.com/Kear.htm
Kolb, D. A. (2006). Diagrams of Kolb’s learning styles. Retrieved January 8, 2008, from http://www.businessballa.com/kolblearningstyles.htm
O’Hear, S. (2006). E-Learning 2.0 - how web technologies are shaping education? Retrieved July 21, 2008, from http://www.readwriteweb.com/archives/e-learning_20.php
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE