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|Title: ||混成模式學習社群之研究 : 以淡江大學校長學堂為例|
|Other Titles: ||A study of a blended model learning community : a case study of Tamkang principals' classroom|
|Authors: ||曾朝宗;Tseng, Chao-tsung|
|Keywords: ||混成模式;學習社群;校長專業發展;blended model;learning community;principals' professional development|
|Issue Date: ||2010-01-11 00:25:10 (UTC+8)|
The purpose of this research is to study the impact of a blended learning community on 38 principals, who learn together in a professional development community, which processes the characteristics of a physical community and a virtual one. This blended model expects to reinforce the advantages and compensate the disadvantages of two different learning communities. In addition to designing, operating, managing, and maintaining the website of “Tamkang Principals’ Classroom,” the researcher also joins the physical courses to observe and participate in the learning activities.
This research draws the following findings:
1.The guidance of the professors and the discussions in the physical courses promote the principals’ professional growth.
2.The case writings, sharing and discussion broaden the managerial spectrum of the principals
3.A good classroom flow as well as good teaching strategies is critical for the physical courses.
4.The trust among community members, the network security and the website security affect the principals’ participation level in the online community.
5."Time", "information literacy", and "the website usability" influence the members’ participation level in the website.
6.The development of an online community needs to involve the participation of the domain experts.
7.The principals think that professionally speaking, they do benefit a great deal from the participation in "Tamkang Principals’ Classroom."
8.Most of the principals agree that after participating in this learning program, they have grow a lot in terms of leadership, and they would like to apply what they have learned to their work.
The suggestions are as follows:
1.The design of a blended learning community should be flexible in terms of time and location.
2.The design and arrangement of the blended model learning community should have sufficient sharing and exchanges.
3.The participants in a blended model learning community should establish their understanding and trust to promote learning.
4.In the planning of a community website, we should conduct user analysis first so as to design the interface and function that meet users’ needs.
5.In the use of community website, we should provide the user with training, invite the specialists to manage the community, and include the experts to encourage members’ sharing and the interaction.
6.The content of community website should union entity activity, make the study to be allowed to extend.
7.The educational authorities should have a systematic plan regarding principals’ professional development.
8.Principals should participate in official of unofficial principal’s professional development activities or organizations.
9.In addition to specialized knowledge, principals’ professional development should take into consideration social changes and educational reforms. They should also strengthen information literacy, foreign language proficiency and the ability of time management.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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