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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31393

    Title: Web2.0概念應用於數位課程網路學習社群經營機制之探討
    Other Titles: Research on integrating Web2.0 concepts into the management mechanism of learning community in a web-based courseware
    Authors: 劉怡姍;Liu, I-shan
    Contributors: 淡江大學教育科技學系碩士班
    徐新逸;Shyu, Hsin-yih
    Keywords: 網路課程;網路學習社群;web2.0;web-based courseware;Web-Based Learning Community;Web2.0
    Date: 2008
    Issue Date: 2010-01-11 00:38:20 (UTC+8)
    Abstract: 隨著網際網路的發展,從以往web1.0一直發展至近年來由web2.0當道的時代,對於知識分享、學習社群的概念,有著不一樣的網路學習社群經營方式。目前許多大專院校紛紛成立數位學習相關課程,供民眾透過遠距學習的方式來進行學位的取得。本研究主要探討在傳統的網路學習社群當中加入web2.0的概念,搭配具有web2.0概念的工具來進行網路學習社群規劃。讓學習者在使用網路學習社群的時候,藉由使用簡易且開放的工具,主動的分享新知,彼此交換意見。


    With the development of WWW, the previous web1.0 has been changed to the web2.0 in recent years. As a result, there are different ways of managing network learning communities toward the concept of knowledge sharing and learning community. Currently, a number of universities have set up several web-based courses for the public to obtain their degrees through distance learning. This research intends to integrate web2.0 concepts into traditional learning communities to conduct web-based learning communities plan with web2.0 functional tools. This helps to let learners use simple tools to share knowledge and exchange opinions more actively when studying in web-based leaning communities.

    Therefore, this study intended to explore the use of web2.0 concept on the management mechanism of the digital courseware of web-based learning communities. There were three major objectives in this study, including: (1) to discuss the process of using web2.0 concept on web-based courseware of learning communities; (2) to provide the mechanism and function of building and managing web-based learning communities by integrating web2.0 concept; (3) to evaluate the learning progress of students when they study in web-based learning communities by integrating web2.0 concept.

    This study based on the mechanism of web-based learning community, which consisted of eight components including web-based courseware, virtual space, simple tools, the establishment of member files, interactive mechanism, mutual goals, knowledge construction, and content management, as the blueprint. This study conducted case study to collect data, including learning profile, observation, interviews, and questionnaire. The survey population in this study was graduate student, teacher, and e-tutor who have taken the psychology web-based courseware for 12 weeks. Result of the analysis showed integrating web2.0 concept on web-based learning community helps teachers on the activity of web-based instruction. There were three possible reasons for this result: (1) Teachers, e-tutor and students agree "Google Groups" as a good and simple tool; (2) Teachers, e-tutor, and students all accept the management mechanism of web-based courseware learning community, and (3) Students can apply the knowledge obtaining from the web-based learning community in their teaching experience.

    Four suggestions were proposed for future studies: (1) the management mechanism of web-based courseware learning community might be changed from close method to open method; (2) the process of learning communities may be increased by adding the online tutoring strategy; (3) applying game concepts on discussion activities and (4) use the “page” feature of "Google Groups" to create a personal portfolio. Moreover, result of this study expected to be a useful reference for other school teachers when promoting and managing web-based courseware learning communities according to the management mechanism of web-based courseware learning community.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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