參考文獻
一、中文部份
王保提。(2005)。國中生活科技教師如何利用網路學習社群進行e-learning。生活教育月刊,38(3), 50-61。
吳清山 & 林天佑(2001)。 電子學習。教育研究月刊,91,119-120。
李世忠。 (1993)。使用者介面的探討。視聽教育雙月刊,35 (1),49-57。
張鈿富 (2001)。教育指標理念簡介。載於簡茂發、李期明 (主編),當代教育指標,國際比較觀點 (頁349-365)。台北: 師大書苑。.
張霄亭 (2004)。教學原理。台北縣蘆洲市: 空大。.
陳姚貞 (2001)。大學與成人學習。成人教育,59, 30-39。
黃富順 (1995)。成人心理與學習。師大書苑,台北。黃富順 (2002)。成人學習。五南,台北。
溫嘉榮(1997)。國民小學資訊教育現況探討。視聽教育月刊,38, 4,1-8。
劉君毅 (2007) 。台灣地區數位學習的現況與發展。研習資訊,24(8),115-123。
蔡喬育 (2007) 。 加速學習之暗示感應教學法在提升外籍配偶中文學習成效之應用 。成人及終身教育,18, 2-9。
蔡喬育(2008) 成人教師教學專業知能與教學校能關係模式建構之研究。國立中正大學成人及繼續教育學系博士論文,嘉義,未出版。二、英文部份
Baddeley, A. D. (1986). Working memory. : Oxford, England: University Press.
Baddeley, A. D. (1999). Human memory. Boston: Allyn & Bacon.
Barnett, R. (1994). The Limits of Competence. Knowledge, Higher Education and Society. Buckingham: SRHE and Open University Press.
Bernard, M. L., Liao, C. H., & Mills, M. M. (2001). The effects of font type and size on the legibility and reading time of online text by older adults. Proceedings of CHI, 175-176.
Betrancourt, M. (2005). The animation and interativity principles in multimedia learning. In R.E. Mayer. (Ed.), Handbook of multimedia learning (pp. 287-296). New York: Cambridge University.
Biner, P. M., Bean, R. S., & Mellinger, A. E. (1994). Factors underlying distance learners satisfaction with televised college-level courses. he American Journal of Distance Education, 8(1), 60-71.
Birdsong, D., & Molis, M. (2001). On the evidence for maturational constraints in second-langauge acquisition. Journal of Memory and Language, 44, 235-249.
Blake, N., & Standish, P. (2000). Enquires at the interface: Philosophical problems of online education. Oxford: Blackwell.
Blankenhorn, J. C. (1999). How cost-effective is computer-based training? Wood Technology, 126(3), 29-30.
Bloom, B. S. (1981). Evaluation to improve learning. New York: :McGraw-Hill.
Brookfield, S. D. (1991). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices(2nd ed.). San Fransico: Jossey-Bass.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Person Education Company.
Brown, H.D. (1994). Teaching by principles. An interactive approach to language pedagogy. New Jersey: Prentice Hall Regents.
Brown, K. G. (2001). Using computers to deliver training: Which employees learn and why? Personnel Psychology, 54(2), 271-296.
Brundage, D. H., & MacKeracher, D. (1980). Adult learning principles and their application to program plannin. Toronto: Ontario Ministry of Education.
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137-159.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction., 8, 293-332.
Chandler, P., & Sweller,J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62, 233-246.
Chapelle, C. A. (1998). Multimedia CALL: lessons to be learned from research on instructed SLA. Language Learning & Technology, 1, 21-39.
Chapelle, C. A. (2001). Computer Applications in Second Language Acquisition: foundations for teaching, testing and research Cambridge: Cambridge University Press.
Chomsky, N. (1957). Syntactic Structures: The Hague: Mouton.
Clark, R. (1999). Building expertise cognitive methods for training and performanceimprovement. Washington, DC: International Society for Performance Improvement.
Cox, K., & Walker, D. (1993). User face design. New York: Prentice Hall.
Craig, S. D., Gholson, B., & Driscoll, D. M. (2002). Animated pedagogical agents in multimedia education environments; effects of agent properties, picture features and redundancy. Journal of Educational Psychology, 94(2), 428-434.
Cross, K. P. (1981). Adults as learners-increasing participation and facilitating learning. California: Jossey-Bass Publishers.
Crystal, D. (1997). English as a Global Language: Cambridge University Press.
Eastmona, D. V. (1998). Adult learners and internet-based distance education. New Directions for Adult and Continuing Education 78, 33-41.
Eastmond, D. V., & Ziegahn, L. (1995). Instructional design and the online classroom. In Z. B. a. M. P. Collins (Ed.), Computer-Mediated Communications and the Online Classroom. Cresskill, N.J: Hampton Press.
Flege, J. E., Yeni-Komshian, G. H., & Liu, S. (1999). Age constraints on second-language acquisition. Journal of Memory and Language, 41(78-104).
Genesee, F. (1981). A comparison of early and late second language learning. Canadian Journal of Behavioral Sciences, 13, 115-127.
Guire, F. A., Boyd, R. K., & Tedrick, R. T. (1996). Leisure and aging. Champaign: Sagamore.
Guire, F. A., Boyd, R. K., & Tedrick, R. T.(1996). Leisure and aging. Champaign, T. L.: Sagamore.
Gunasekaran, A., McNeil, R., & Shaul, D. (2002). E-learning: Research and applications. Industrial and Commercial Training, 34(2), 44-53.
Hakuta, K., Bialystok, E., & Wiley, E. (2003). Critical evidence: a test of the critial period hypothesis for second language acquisition Pychological Sciences, 14(1), 31-38.Harmer, J. (1998). How to Teach English. Harlow: Longman.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
Horton, S. (Artist). (2000). Web teaching guide: A practical approach to creating course websites.
Hubbard, P. L. (2007). Critical Issues: Professional Development. In J.Egbert & E.Hanson-Smith (Eds.), CALL Environments: Research, Practice and Critical Issues (pp. 276-292). Alexandria: TESOL.
Hurford, J. (1991). The Evolution of the Critical Period for Language Acquisition. Cognition and Instruction, 40(3), 159--201.
intelligence. Development Psychology, 19, 531-543.
Jeung, H., Chandler, P., & Sweller, J. (1997). The role of visual indicator in dual sensory mode instruction. Educational Psychology, 17(3), 329-343.
Johnson, J. S., & Newport, E. L. (1991). Critical period effects on universal properties of language: the status of subjacency in the acquisition of a second language. Cognition, 39, 215-258.
Jolly,D. & Bolitho,R. (1998) A framework for materials writing. In B. Tomlinson (ed),
Jones, L. C., & Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86(4), 546-561.
Kalygua, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instruction design. Human Factors, 40, 1-17.
Kalygua, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92(1), 126-136.
Kalygua, S., Chandler,P.& Sweller,J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychlogy, 13, 351-371.
Kemp,J.E. (1985).The Instructional Design Process. New York: Harper & Row
Kerr, J. F. (1968). Changing the curriculum. London: University of London Press.
Kessler, G. (2006). Assessing CALL teacher training: What are we doing and what we could do better? In P. Hubbard & M.Levy (Eds.), Teacher Education in CALL (pp. 23-44). Philadelphia: John Benjamins Publishing Company.
Kingery, D. F., R. . (1997). Skimming Electronic Newspaper Headlines: A Study of Typeface, Point Size, Screen Resolution, and Monitor Size. Information Processing & Management, 33(5), 685-696.
Kirschner, P. A. (2002). Cognitive load theory: Implication of cognitive load on the design of learning. Learning and Instruction, 12,1-10
Krashen, S. D. (1988). Second language acquisition and second language learning. Oxford: Peramon.
Krashen, S. D.(1980). The monitor model for adult second language performance. In K. Croft(Eds.), Readings of English as second language(pp. 213-221). Cambridge: Winthrop
Krashen, S. D., & Terrell, T. D.(1983). The natural approach: Language acquisition in the classroom. New York: Alemany.
Krashen, S. D., Long, M. A., & Scarcella, R. C. (1979). Age, Rate and Eventual Attainment in Second Language Acquisition. TESOL Quarterly, 13(4), 573-582.
Krashen, S.D. (1982). Principes and Practice in Second Language Acquisition. Oxford: Pergamon
Larsen-Freeman, D., & Long, M. H. (1991). An Introduction to Second Language Acquisition New York: Longman Inc.
Lave, J., & Wenger, E. (1991). Situated Learning. Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Lenneberg, E. H. (1967). Biological foundation of language. New York: Wiley.
Long, H. B. (1990). Understanding adults learning. In M. W. Galbraith (Ed.), Adult learning methods: A guide for effective instruction (pp. 23-37). Malabar: FL: R.E.
Long, M. A. (1990). Maturational constraints on language development. Studies in Second Language Acquisition, 12, 251-285.
Long, M. A. (1996). The role of linguistic environment in second language acquisition. San Diego: Academic Press.
Mager, R. F. (1968). Developing attitude toward learning. Palo Alto: Fearon Publishers.
Material development in Language Teaching. (pp 90-115).London: Cambridge Universtiy Press.
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
Mayer, R. E., & Anderson, R. B. (1991). Animations Need Narrations : An Experimental Test of a Dual-Coding Hypothesis. Journal of Educational Psychology, 83(4), 484-490.
Mayer, R. E., & Chandler, P. (2001). .When learning is just a click away: does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93(2), 390-397.
Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2), 312-320.
Mayer, R. E., Dow, G. T., & Mayer, S. (2003). Multimedia learning in an interactive self-explaining environment: what works in the design of agent-based micro worlds? Journal of Educational Psychology, 95(4), 806-881.
Mayer, R.E. & Moreno, R. (2003). Nine Ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38 (1), 43-52
Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood. San Francisco: Jossey-Bass.
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358-368.
Moreno, R., & Mayer, R. E. (2002). Learning science in virtual reality multimedia environments: Role of methods and media. Journal of Educational Psychology, 94(3), 598-610.
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.
Murgolo-Poore, M., & Pitt, L. (2001). Intranets and employee communication: PR behind the firewall. Journal of Communication Management, 5(3), 231-241.
Neufeld, G.(1980) On the adult’s ability to acquire phonology. TESOL (14).285-289.
Nobuyoshi, J., & Ellis, R. (1993). Focused communication tasks. English Language Teaching Journal, 47(1993).
Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press.
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, 429-434.
Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6(4), 351-371.
Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press.
Paivio, A. (1990). Mental representations: a dual coding approach (2nd ed.). New York: Oxford University Press.
Patkowski, M. S. (1990). Age and Accent in a Second Language: A Reply to James Emil Flege Applied Linguistics, 11(1), 73-89.
Peek, R. P. (1998). Web page design: fiddling with fonts? Information Today, 15 ( 4), 52.
Plass, J. L., & Jones, L. C. (2005). Multimedia in second language acquisition. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia (pp. 467-488). New York Cambridge University Press.
Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second language multimedia learning environment. Journal of Educational Psychology, 90(1), 25-36.
Publishers Inc
Rosenberg, M. (2001). E-Learning: Strategies for Delivering Knowledge in the Digital Age. Columbus: The McGraw Hill Companies.
Rosenzweig, M. R. (2003). Effects of differential experience on the brain and behavior. Developmental Neuropsychology, 24, 523-540.
Schaie, K. W., & Hertzog, C.(1983). Fourteen-year cohort-sequential studies of adult
Schultz, N. R. J. (1984). Intraindividual variability in divergent and convergent thinking: Adult age differences. Educational Gerontology, 10, 109-118.
Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: learning to tie nautical knots. Learning and Instruction, 14, 293-305.
Shneiderman, B. (1997). Designing the User Interface: Strategies for Effective Human-Computer Interaction. Boston: Addison-Wesley Longman Publishing Co.
Snow, C.E. & Ferguson, C.A.(Eds.) (1977) Talking to children: language input and acquisition. Cambridge: Cambridge University Press.
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185-233.
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.
Taba, H. (1962). Curriculum Development:Theory and Practice. New York: Harcourt, Brace & World Inc.
Takata, S. R. (1991). Who is empowering whom? The social construction of empowerment. In C. Sleeter (Ed.), Empowerment through multicultural education Albany: State University of New York Press.
Tyler, R. W. (1949). Basic principle of curriculum & instruction. Chicago: The University of Chicago Press.
Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7, 1-39.
Weaver, P. (2002). Preventing E-learning failure. Training & Development 56(8), 45-51.
Whitbourne, S. K. (2001). Adult development and aging: Biopsychosocial perspectives. New York: John Wiley & Sons.
Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24, 345-376.
三、網路資料
(一) 中文部份
中小企業網路大學(2010)。職能學程。2010年6月22日取自 http://www.smelearning.org.tw/
台灣網路資訊 (Taiwan Network Information Center, TWNIC) (2007)。台灣網路資訊中心網路使用調查。 2009年12月30日,取自 http://www.twnic.net.tw/download/200307/200307index.shtml
國立成功大學(2010)。95年度成大提升全校英語能力計畫。2010年5月2日取自 http://english.ncku.edu.tw/files/Eagle95YearlyReport.pdf
陳明博 (2005)。數位教材品質規範之規劃與考量.。台大教與學期刊電子報,35。 取自2010年6月22日http://edtech.ntu.edu.tw/epaper/940510/prof/prof_2.asp
游寶達 (2010)。教材認證。2010年6月22日取自http://www.slidefinder.net/
資策會 (2010)。2010年03月底止台灣上網人口。2010年6月22日取自http://www.find.org.tw/find/home.aspx?page=many&id=258
管倖生 & 林彥呈(2002)。以感性工學程序建構網頁設計系統之研究。2010年6月22日取自 http://jodesign.org.tw/index.php/JODesign/article/view/687/0(二) 英文部分
American Society for Training and Development (2003). Training projects for 2003: Results of an ASTD/DDI poll. Restrieved December 29, 2009, from
Atherton, J. S.(2005). Learning and teaching: Convergent and divergent learning. Retrieved December 29, 2009, from http://www.learningandteaching.info/learning/converge.htm
Chamber, J. T. (Producer). (2000) The World Congress On Information Technology retrieved May 1, 2010, from http://info.tku.edu.tw/WCIT2000%20speakers0627ppt.ppt
Florida Gulf Coast University (2009). Distance Learning. Retrieved January 2,2009, from http://itech.fgcu.edu/distance/
http://www.americanpressinstitute.org/trainer/ASTD_report.pdf
James, G. (2002). Advantages and disadvantages of online learing. Retrieved March, 1, 2010, from http://mohamedelzayat.net/adv.disadv.%20of%20online%20learn.pdf
Kruse, K. (2006). Measuring E-learning's benefits. Retrieved March, 1, 2010, from http://www.elearninggurucom/articles/art5_3.htm
Michigan Virtual University (2002). Instructional Design for Quality Online Course. Retrieved December 20,2009, from http://standards.mivu.org/