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|Title: ||教學設計人才培育之研究 : 實務工作者的觀點|
|Other Titles: ||A study on the preparation of instructional designers : the perspective of practitioners|
|Authors: ||壽華民;Shou, Hua-Ming|
|Keywords: ||教學設計;人才培育;助益程度;Instructional Design;preparation;degree of usefulness|
|Issue Date: ||2013-04-13 10:43:22 (UTC+8)|
The purpose of this study is to know the degree of usefulness of the content and practices of the preparation of instructional designers through investigating the opinions of instructional design practitioners who graduated from the Department of Educational Technology at Tamkang University. 44 items of the content of the preparation are included in 7 dimensions: analysis, design, development, implementation, management, evaluation and theories; the practices of the preparation include 13 items. The differences of the background of the alumni are also analyzed. 222 questionnaires were sent to the alumni. There were 127 returned and the valid rate of return is 57.21. The reliability of the questionnaire is .972(the part of content) and .915(the part of practices) of Cronbach α.
The results of the research indicated: (1) The degree of usefulness of the content of preparation is 4.62, which means most of the items of the content are much more than helpful to the practitioners. Among 7 dimensions, the rankings of the degree of usefulness are design, analysis, evaluation, theories, development, management and implementation. (2) The degree of usefulness of the practices of preparation is 4.78, which means most of the items of the practices are much more than helpful to the practitioners. Among 13 items, the rankings of the degree of usefulness are apprenticeship, graduation project, collaborative learning, design studio, undergraduate research, internships, case study instruction, writing-intensive practices, learning communities, diversity and international learning, service learning, common intellectual courses, first-year guidance and assistance. (3) The degree of usefulness varied with different background of practitioners including gender, age, bachelor or master degree, employed or self-employed, basic or management level, industries, work experiences and job content.
Suggestions for the preparation of instructional designer were made as followings:
1.To continuously implement the items of the content and to enhance the dimension of implementation.
2.To re-examine the curriculum and to prepare practitioners of different levels through different programs.
3.To enhance the project management component of students who are willing to be digital instructional designers or managers, and to enhance the system view and content of evaluation and theories for students who are willing to begin an undertaking or work at home.
4.To implement Hi-impact Practices based on different characters of bachelor and master programs.
5.To enhance first-year guidance and assistance and to let students understand the purpose of common intellectual courses.
6.To enhance the practical courses.
7.To enhance the capstone courses and graduate counseling.
8.To enhance software and hardware facilities and service resources, and to develop alumni networks and external resources.
Suggestions for the future research were made as followings:
1.To collect deeper and more complete data through qualitative survey.
2.Other colleges or universities which have similar departments could do similar surveys based on this research.
3.To enlarge the research scope to other colleges and universities.
4.To investigate the opinions of students, teachers, industries and public departments and organizations.
5.To investigate the opinions of practitioners in different stages by using a longitudinal survey.
6.To build the model of causal relationship through regression and path analysis.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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