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|Other Titles: ||The development of integrating case method strategy into E-facilitator training program|
|Authors: ||林盈蓁;Lin, Ying-Chen|
|Keywords: ||案例;案例教學法;線上帶領技巧;數位學習;e-facilitator training;e-facilitating;case;case methods|
|Issue Date: ||2011-12-28 17:29:32 (UTC+8)|
E-learning programs have become more and more common due to the convenience of the Internet as well as the integrating quality of multimedia. This has prompted online learning to become a future trend for studying. In the program, the e-facilitator plays the role of administrator, coach, SME, and also assessor (IDB, MOEA 2006). The work situation of an e-facilitator is quite complex. The training organizations that our country currently provides is mainly the collaboration of Institute for Information Industry and multiple local educational training facilities, its courses mainly theory-oriented with little emphasis on the practice of e-facilitating. Case study can provide the trainee with a connection between theory and practice, allowing him/her to solve problems in a case using theories.
The purpose of this study is to design and develop online case method for “E-facilitating Techniques” by building online design models for the teaching materials and proceed to case learning in a small scope. The evaluation of the results of the designed online case method for “E-facilitating Techniques” and assessment of the factors that might affect the learning process can provide e-facilitator trainees trained by e-facilitator training facilities through online case method with professional knowledge reference. In order to develop local online case method, this study seeks reference from document materials, sorting out the key points, steps, and implementation strategies of the development of online case method. This study selects a senior e-facilitator as the subject for an in-depth interview of case development, and later turning verbal experience into written materials in order to make it into online case method. In addition, this study invites e-facilitating experts to discuss and analyze cases. This study also tries to use the theories and practices of regular case method to develop teaching designs and implementation models for online case method, including implementation strategies, local cases, expert analysis and also topic discussion. This, for e-facilitator training facilities, could be used as a reference for the concrete method of enhancing the profession e-facilitator trainees.
This study includes the teaching designs and implementation models for online case method, two complete case method, and also the evaluation of the forming of case learning. The teaching designs and implementation models for online case method include: the basic structure of online case method and the procedure of leading a discussion on case-related topics. The two case method include: Course introduction, presentation of case, discussion of case-related topics, discussion of case-related solutions, and advises from experts. The evaluation of the forming of case learning includes: The advises and comments of experts and trainees regarding to the procedure of case method programs as well as the researcher’s own observation.
Lastly, this study provides suggestions for the planning and implementation of online case method regarding to the follow-up of e-facilitating case method; providing the e-facilitator training facilities with suggestions of constructing online case database, improving the case writing and self-examination of the current e-facilitators. Also, this study proposes suggestions regarding to future research.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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