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題名:數位學習教學策略模式建構之研究
作者:蔡瑜珍
作者(外文):Yu-chen Tsai
校院名稱:國立臺南大學
系所名稱:教育經營與管理研究所
指導教授:尹玫君
學位類別:博士
出版日期:2007
主題關鍵詞:教學策略模式數位學習instructional strategy modelE-learning
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:0
  • 點閱點閱:134
本研究旨在探討數位學習教學策略模式建構之研究,研究者首先探究數位學習之意涵、理論與相關研究,進一步得到數位學習教學策略的初始模式;然後,透過六位數位課程教師的個案研究得知數位學習教學策略之具體作法,以發展出數位學習教學策略的模式雛型及其內涵;再者,依據個案研究所得結果編製數位學習教學策略建構之德懷術問卷,作為研究調查工具,進行三回合的德懷術調查;最後,建構出適切的數位學習教學策略模式及其規劃內涵。此模式涵蓋五大階段(包含覺知、準備、帶領、評量及反思),共計19個項具體目及145項的規劃內涵。
本研究透過文獻探討、個案研究、和德懷術問卷調查的運用,進行資料的蒐集、分析與討論,而獲致主要的結論如下:
一、數位學習教學策略覺知階段,包含關注教學者、關注於學習者、關注於數位學習環境三大項目。
二、數位學習教學策略準備階段,包含擬訂教學經營策略、選擇或產出教學媒體、確認教學方式、提供學習者的教育訓練、獲得足夠的教學支援、發展學習評量六大項目。
三、數位學習教學策略帶領階段,包含擬定班級經營策略、呈現學習內容、引發與維持學習行為、實施多元互動學習、提供學習支援、評量學習進展六大項目。
四、數位學習教學策略評量階段,包含評量學習成效與評量學習滿意度二大項目
五、數位學習教學策略反思階段,包含學習者的表現與教學者的回饋與檢核二大項目。
六、數位學習教學策略面臨困難,有待創新與配套措施。
七、運用APMAR概念建構適切的數位學習教學策略模式及規劃內涵。
最後,本研究依據研究目的與研究結論,提出實施之建議事項,以供教育單位實施數位學習教學策略及之參考。
A study is focusing on E-learning instructional strategic modeling investigation. The researcher first looked into the meaning, theories, and related studies within the E-learning, and then learned the initial module for the teaching strategies of E-learning ;Afterwards, through each of six teachers’ case studies, the application of E-learning instructional was learned and thus developed the prototype of E-learning instructional strategies and its underline meanings. Furthermore, the Delphi-technique questionnaires were generated based on the case study and are used to be the investigating tools for three runs. Lastly, the best suitable E-learning instructional strategy models were constructed and its underline meaning were thoroughly planned out. There are five major stages (including awareness, preparation, mentoring, assessment, and reflection), which have nineteen constructive items, including total of one hundred and forty-five planned underline meanings.
This research was conducted through previous document investigation, case study research, and Delphi-technique method, the data collection, analysis, and its main conclusions are as follows:
1. E-learning instructional strategy in awareness includes paying attention to the instructors, care for the learners, and focusing on E-learning environment three areas.
2. E-learning instructional strategy in preparation stage includes planning on the teaching management strategy, choosing or production of teaching software, ensure of teaching style, providing the educational training to the learners, obtaining enough teaching support, and developing learning assessments.
3. E-learning instructional strategy in mentoring stage includes planning on classroom management, the presentation of the learning content, induced and maintains learning behaviors, administering multiple interactive learning, providing leaning supports, and assessing leaning progress.
4. E-learning instructional strategy in assessment stage includes the diagnosis of leaning achievement and evaluate its satisfaction.
5. E-learning instructional strategy in reflection stage includes the presentations of the learners and the feedbacks and assessment of the instructors..
6. E-learning instructional strategy is facing difficulties and awaits for renovation and other implementing applications.
7. By using APMAR ideas to construct the best suitable E-learning instructional strategy prototypes and its planned underline meaning.
Lastly, this research suggests implementing methods for application, based on the purpose of investigation and the research conclusion, in hopes to provide more valuable information for the educational settings to administer E-learning instructional strategies.
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