應用複雜學習教學設計於傳統教學與線上教學學習成效之研究

機構典藏 > College of Education > Graduate Institute & Department of Educational Technology > Thesis > Item 987654321/51511

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Title:	應用複雜學習教學設計於傳統教學與線上教學學習成效之研究
Other Titles:	Using complex learning instructional design in classroom teaching and online teaching of learning effects study
Authors:	張大明;Chang, Ta-ming
Contributors:	淡江大學教育科技學系碩士在職專班蔡秉燁;Tsai, Ping-yeh
Keywords:	複雜學習;能力導向;心智效能;Moodle;軟體教學;Complex learning;Competency-based;Efficiency;Moodle;Software teaching
Date:	2010
Issue Date:	2010-09-23 15:22:19 (UTC+8)
Abstract:	本研究以四元素教學設計模式（4C/ID模式）為理論，以實務設計發展教室教學與線上教學的教材。第一門課程實施2天共12小時教室教學，教授25位學員學習Excel試算表軟體，滿意或非常滿意者佔92%，以心智效能分數評鑑3題案例實作的學習績效，在水準以上者（E>0）佔62%。在第二門課程的Project專案管理軟體線上教學，實施六週的混成學習，18位學習者在Moodle學習平台先進行四週的適性學習，後兩週則需完成案例實作，線上教學有17位學員心智效能在水準以上（E>0），案例實作則僅有7位學員心智效能合格（E>0），學員滿意線上教材的實用性（M=4.3）與有效性（M=4.3），運用性（M=3.9）則否，大部分學員認為適性學習是一個好的學習模式，不過反應學習的時間太短且沒有電腦上機，認為支援資訊的教材支援程度不高，接續線上學習的案例實作對學員的學習有益。本研究結論：1.4C/ID模式非常適合以評鑑方式實施，2.在Moodle平台發展4C/ID模式適性學習對學習是可行且有效，3.心智效能是一個客觀的評鑑方式，包含學習歷程與同儕比較。建議未來可改善支援資訊對學習任務支援的程度，發展4C/ID模式軟體系統及心智效能試算工具。 In this study, 4C/ID-model as the design theory to develop classroom teaching and online teaching. The implementation of the first course for two days(12 hours), there are 25 students learning MS Excel software in classroom teaching, 92% students are very satisfied this course, 62% students’ Efficiency scores of the three Work-Examples is above standards (E>0). In the second course of MS Project software in online teaching, the implementation of blended learning for six weeks, online adaptive learning environment for 18 learners in the Moodle LMS in front four weeks, then finished the Work-Examples in later two weeks. 17 learners’ Efficiency scores are above standards (E>0) in online teaching, and 7 learner''s Efficiency scores of the Work-Examples are qualified (E>0), they are satisfaction with digital materials: Practical (M=4.3) & Effective (M=4.3), Useful (M=3.9) is not. The most of students believe that adaptive learning is good for learning and the Work-Examples after online learning is well. Time of online learning is too short, and can''t practice in computer-classroom, Supportive Information digital materials is not usually useful. The study concludes: 1.4C/ID-model is a very good method for the implementation of evaluation; 2.4C/ID-model''s adaptive learning in the Moodle LMS is effective, 3.Efficiency scores of evaluation is an objective evaluation method, it including learning portfolios and peers comparison. For future, improve Supportive Information digital materials for Learning Tasks, and develop 4C/ID-model & Efficiency system and software tool.
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