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|Other Titles: ||Designing and evaluating a blended learning course for elementary and high school teachers : take the national digital archives programs K-9 teachers workshops as example|
|Authors: ||胡恆華;Hu, Heng-hua|
|Keywords: ||混成學習;中小學教師研習;數位典藏;blended learning;K-9 Teachers Workshops;National Digital Archives Program|
|Issue Date: ||2010-01-11 00:32:58 (UTC+8)|
As the advancement of internet, the network has already become the best place for the teachers in looking for teaching materials. Under the policy of promoting information technology integrating in instruction by government, the Training & Promotion Division of National Digital Archives Program (NDAP) has held a series of high school and elementary school teachers’ workshops since 2002, in order to promote the integration of digital archives in high school and elementary school instruction. Due to digital archives high school and elementary school teachers’ learning is usually conducted by physical face-to-face instruction, this research will use the blended learning model to design and develop the blended learning courses for the integration of digital archives in high school and elementary school instruction, so as to create the innovative model for digital archives teachers learning. It will be provided as the reference for teachers training of NDAP or other education unit in the future.
The researcher follows ADDIE instruction design model to start with the analysis of learner, learning contents and learning resources as the elements of blended learning. And the result of analysis leads the design and development of the blended learning. The practical blended learning model then would be applied for learners’ evaluations. Finally, based on the result of evaluation, recommendations for amendment would be noted as reference for next design. This research has created three blended models; (1) The blended model of e-learning (E) first then classroom instruction (C), which means the blended learning model by conducting online courses first then conducting physical courses. Since a stable learning procedure is determined and applied for this model, the learning contents must have a regular learning order. Moreover, it has to be re-planned into on-line class after evaluation. The above considerations are essential conditions of this model; (2)arbitrary blended model of EC or CE, which means the blended learning model by combining online courses and physical courses arbitrarily. The most serious concern of this model is to keep the degree of completion for the course and the course structure. Therefore, this model is suitable for learning contents of irregular learning order; (3) The blended model of E first then C and E again, which means the blended learning model by conducting online courses first then conducting physical courses and conducting online evaluation again. Since this model is the extension of the first, all the conditions have to match with it in the design. It is also required to have the function of on-line learning evaluation. This research has held three workshops, entiled Integrating the digital archives into instruction in National Open University, Penghu Campus, Sanzhi Elementary School in Taipei County, and Shengli Elementary School in Tainan County. A course evaluation was taken place after the seminars aiming at learners’ learning effects, the degree of learners’ satisfactory and in-depth interviews with the learners. The results showed that all of the learners within the three workshops have gained an positive outcome of learning. As for the course satisfactory, different learning models are required minor adjustments according to different learning environments, but all with positive feedback.
This research has concluded suggestions for different learning models in the perspective of learning design for future reference.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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