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    Title: The integrated framework of college class activities and mobile learning adoption : using Learn Mode with The Introduction of Educational Technology as an example
    Other Titles: Learn Mode平台融入大學課堂學習活動之設計與發展及學習者行動學習接受度之探討 : 舉教育科技概論課程為例
    Authors: 蔡佳玲;Tsai, Chia-Ling
    Contributors: 淡江大學教育科技學系碩士班
    顧大維;Ku, Tawei
    Keywords: 行動學習;行動裝置;科技接受模型;教育科技概論;Mobile Learning;HTC Learn Mode;Mobile Device;Technology Acceptance Model;Introduction of Educational Technology
    Date: 2015
    Issue Date: 2016-01-22 14:45:41 (UTC+8)
    Abstract: 無線網路的普及以及行動載具的推陳出新,催促著行動學習的演進。在現今提倡E化教學之教育環境下,行動載具已普遍應用於學習上。因應行動學習創新之趨勢,國際上諸如非洲、中東、亞洲、歐洲、拉丁美洲、北美洲等地,皆進行著國家級或是區域級的行動學習計畫;而我國亦已有許多應用在中小學的行動學習計畫,但是一直以來皆沒有在大專院校實施之經驗。教育部重大政策—數位學習計畫(行動學習計畫),即數位學習教育平台之實驗計畫,是首次與台灣國內大學合作,為第一所數位學習之大學課堂行動學習計畫。

    本研究以北台灣某間大學教育科技學系一年級新生為對象,運用Learn Mode中的內建功能特性,經由分析、設計、發展、實施、評鑑的教學設計模式,設計融入教育科技概論課程之課堂學習活動及設計出適用於大學的課堂行動學習活動模式。並於課後設計問卷來評量學習者滿意度和行動學習信念,經由資料的蒐集進行量化的分析,結合學習者訪談的結果,提出改善行動學習之策略。

    根據量化結合質化的分析結果,本研究找出影響學習者滿意度與學習者接受度相關性的因子。研究成果除了提供淡江大學教育科技系大學一年級新生為必修課程的教材及活動設計之外,並希冀成為相關學校機構或大學課堂學習活動教學設計的參考。最後,對於Learn Mode的教學設計活動與Learn Mode提出設計上的改善與建議。
    In Taiwan, there were plenty of attempts for the implementation of mobile learning on both elementary and high schools; yet, it has not been extended to the higher education level. This research took the undergraduate course “The Introduction of Educational Technology” as an example, and carried out the first practice of mobile learning in university based on the functions of Learn Mode.

    A design-based research model and the instructional design of the Learn Mode classroom activities were both designed and developed before the formal implementation. With Learner Satisfaction Questionnaire and Belief in Mobile Learning Instrument, the former was analyzed through three specific medium: “software”, “hardware” and “classroom management and instructional design”; the latter was studied on the basis of Technology Acceptance Model for mobile learning. Fifteen targeted audiences were interviewed as well.

    Consequently, through the process of ADDIE, and based on quantitative and qualitative data analysis, factors affecting the correlation between learner satisfaction and learner adoption had been found. Mobile learning references and suggestions for other higher education institutions and universities were provided.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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