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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31314


    Title: 數位學習混成方式對學習成效影響之探討:以「教育部離島及偏遠地區遠距教學培訓計畫」為例
    Other Titles: Examining the learning effects on format of blended learning : a case study of moe inservice training for k-12 teachers using distance learning
    Authors: 郭盈芝;Kuo, Ying-chih
    Contributors: 淡江大學教育科技學系碩士班
    徐新逸;Shyu, Hsin-yih
    Keywords: 混成學習;混程學習;學習成效;blended learning;learning effects
    Date: 2007
    Issue Date: 2010-01-11 00:31:29 (UTC+8)
    Abstract: 因應線上學習的迅速發展及其優勢,國內大專院校數位學習環境逐漸成熟,加上政府政策的推動,帶動了數位學習市場的需求。而這些數位課程都規定必須配合部分的時數透過實體進行,也就是都採用了以線上學習與實體面授課程混成學習的課程設計,本研究將探討不同的混成方式對於學習者學習成效之影響,以提供數位學習混成方式實施之參考。在教育部離島及偏遠地區教師遠距教學培訓計畫中,整學期規定只能安排兩次面授課程,本研究採用同一門課程,在上下兩個學期開課,其中上學期的面授時間安排於期中及期末,下學期面授時間安排於期初及期末等兩種不同的混成方式,並透過學習歷程資料及問卷來探討學習成效的差異。
    本研究以事後回溯法對參與過課程之學習者進行問卷調查,共發放113份問卷,回收85份,有效問卷83份,回收率為75.2%。研究結果顯示:一、「期初+期末」面授的混成方式在出席率顯著高於「期中+期末」面授的混成方式、有參與第一次面授的比較中,「期中+期末」面授的混成方式在參與率優於「期初+期末」面授的混成方式;二、「期初+期末」面授的混成方式與「期中+期末」面授的混成方式兩者在學習滿意度上均無顯著差異;三、有參加第一次面授之學習者學習成果均優於未參加第一次面授的學習者學習成果;四、在「期初+期末」面授的混成方式中,有參加第一次面授的受試者在同儕互動及教師教學的滿意度上均優於未參加第一次面授的受試者。
    研究結果建議在進行混成課程之設計時,除了時程的順序之外,課程內容的教學活動更需仔細安排,重點在於面授課程及線上課程必須相互配合,對於適合於面授課程進行的教學活動,則提早舉行面授課程,如此,才能夠發揮混成課程中,面授課程及線上課程互相搭配的效益。
    With the rapid development and ascendance of e-learning, the digital learning environment in Taiwan universities comes to maturity gradually. Besides, the moving of government policies drives needs of the e-learning market. The digital(e) courses must carry out through both e-learning and classroom learning. In other words, these courses are adopted blended learning in instructional design. This research explored the influences of different blended learning methods for learners’ learning effects, to provide effective guidelines in planning blended learning courses. The study took MOE Inservice Training for K-12 Teachers Using Distance Learning as an example.
    The participants were chosen from the same course and this study carried out for two semesters. This research adopted two arrangments, one''s face-to-face instruction time was at midterm and final, and the other''s was at the beginning and final. Afterwards, this study would examined differences in learning effect through course materials and questionnaires.
    This research adopted expost facto research method to survey all participants in questionnaire. There are 113 subjects, including 83 effective samples and the response rates is 75.2%.
    Results showed the following four findings: 1. the attendance rate in beginning & final was better than midterm & final blended learning method. 2. In the group of those who joined the first classroom learning, the participation rate in midterm & final was better than beginning & final blended learning method. 3. The differences of learning satisfaction between beginning & final and midterm & final blended learning method were not significant. 4 .The learning results of participants who joined the first classroom learning were better than those who didn’t join. 5. In beginning & final blended learning method, the satisfaction of peer interaction and teaching in those who joined the first classroom learning was better than those who didn’t join.
    The research suggested that when designing blended learning courses, instructional designers must arrange the sequence and the activities of instruction more carefully. The main point of designing blended learning was the appropriate combination of classroom learning and online learning. Besides, the activities suitable for classroom learning should be implemented as soon as possible. Only by following these suggestions, the blended learning could elaborate a great benefit.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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