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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/73888

    Title: 融入問題導向學習策略與多元評量的數位學習平臺設計原則之研究
    Other Titles: Principles of designing integration of problem-based learning strategies and multiple assessments on LMS
    Authors: 莊楨清;Chuang, Chen-Ching
    Contributors: 淡江大學教育科技學系碩士班
    顧大維;Ku, David Tawei
    Keywords: 問題導向學習;數位學習平台;多元評量;Problem-Based Learning;PBL;LMS;Multiple Assessments
    Date: 2011
    Issue Date: 2011-12-28 17:26:15 (UTC+8)
    Abstract: 由於科技的進步提升,「數位學習」相關的教學模式逐漸成為主流,而數位學習平台之研究與發展,亦受到許多關注。目前數位學習平台的發展,其主軸都是以技術為導向,而忽略到使用者的考量。因此,本研究針對數位學習平台之融入問題導向策略與多元評量,依據相關理論基礎,構思出能提供老師使用問題導向學習策略融入數位學習平台的設計原則,來增進數位學習平台輔助性,提供教學者直接的教學輔助工具、以及學習者問題解決過程中使用工具的指引。
    E-learning has become mainstream due to the advances of technology. The researches of development on LMS have also become very popular. However, the recent development of LMS is mainly technology-oriented, ignoring the user’s consideration.

    The purpose of this study is to provide teachers the appropriate instruction and teaching aids, as well as learners problem-solving process guidance directly. The study adopted design-based research (DBR), which applyed analysis and design stages and also utilized results from the literature review and experts interviews.

    The results of this study are concluded as following:
    1.The process steps of integration of PBL strategies on LMS are namely problem analysis stage, development and planning stage, data collecting stage, applying and testing stage, comprehensive analysis and induction stage, reflection and evaluation stage.
    2.To design and induce the processes of PBL and learning activities.
    3.To provide supplementaries in PBL activities.
    4.To support assessment aspects and mechanisms in PBL activities.

    Suggestions to the future research:
    1.To modify handbooks for different disciplines if necessary.
    2.To construct LMS in terms of the principles of designing integration of PBL strategies and multiple assessments and further being examined.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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