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研究生:林秋斌
研究生(外文):Chou-Bin Lin
論文名稱:建立一個非正規學習社群之策略
論文名稱(外文):Strategies of Building an Informal Learning Community
指導教授:陳德懷陳德懷引用關係楊叔卿楊叔卿引用關係
指導教授(外文):Tak-Wai ChanShwu-Ching Young
學位類別:博士
校院名稱:國立中央大學
系所名稱:資訊工程研究所
學門:工程學門
學類:電資工程學類
論文種類:學術論文
論文出版年:2004
畢業學年度:92
語文別:英文
論文頁數:103
中文關鍵詞:網路學習學習社群終身學習亞卓市全民學校
外文關鍵詞:School for AllEducitieslifelong learningweb-based learninglearning community
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培養一個網路化學習社會,會是了解未來的學習社群以及學習科技的一個方法。隨著線上學習的需求快速的成長,有關遠距學習平台的設計與相關文獻也隨之增加。網路是一個開放式的新學習環境,然而,多數的網路學習環境的建置與設計,目的僅止於學術研究之用或為專業人士學習而設計,而非給一般網路使用者。Pickering (1995) 指出,網路上的教育家並非全然就是傳統的老師,而是透過網路上的任一個引導者。因此,透過建置"全民學校"的網路學習環境,讓願意學或教的使用者,能建立一個以興趣為導向的非營利學習社群,透過社群式學習方式,使用者可以扮演多種角色,他可以共同學習的同學,可以是朋友,可以是老師、資訊的提供者或接收者、亦或是單純的網路瀏覽者,透過網路學習社群,人們可以持續的學習、接收資訊、與其他使用者互動,達到終身學習的目的。本研究以長期實際運作"全民學校"網路學習社群之經驗與研究,設計與建置一個網路學習社群的策略,其中最重要的四個元素為:1. 設計有效益的學習活動、2. 培養主動的參與者、3. 網路課程的品質管理以及4. 透過系統支援各種學與教的模式。經過長時間的觀察,可以發現四個主要素之間的關係,由研究可知,課程品質的控管與提升有助於參與者願意長時間參與網站之學習活動,並透過分析可以追蹤與預測參與者的使用狀況,做為未來網路學習社群建置過程中學習活動規劃的規模與時機之參考,藉由參與者在網路上的活動狀況適時為網站舉辦線上活動,來增加新的使用者與提高參與者之忠誠度,未來也將與其他學習社群結合,透過代理人的設計幫助學習者與教學者更容易透過網路來學習。
The best way to understand the future knowledge society and how technology shapes is perhaps to cultivate a networked learning society/community. Demand for online learning is growing rapidly. A significant body of literature currently is emerging on the creation of distance education, including literature on the design and development of Web-based learning environments. However, most of the studied Web-based learning environments are designed and implemented for academic or professional purposes, and not for netizens. Pickering [1] noted that Internet educators might not necessarily be teachers in the traditional sense, but rather might be fellow navigators in cyberspace. Thus, this study presents practical and adjustable methods of supporting online teaching and learning by implementing a Web-based educational platform called "School for All," designed for use in non-profit interest-driven learning communities, one can extend one’s learning community from fellow learners to friends, teachers, mentors, parents, and beyond and sustain on-going interactions over a prolonged period of time. This study aims to present the conceptual framework for building the learning community and includes the following four elements: effective events, initiative people, quality courses and well designed system. Effective events and quality courses correlate with accumulated users. Examining the integration of specific strategies and techniques used in community building allows the identification of best practices for instruction delivery. Long-term observation and analysis can forecast participant number to make decision of events driven. Online activities to attract newcomers are also necessary, and course quality is essential to retain student interest. Future efforts will promote the system and implementing administrator, teacher and student agents.
ABSTRACT I
摘要 VII
致謝 VII
圖目錄 VII
表目錄 VII
1. INTRODUCTION 1
1.1. A website for learning community – Educities 1
1.2. School For All project 3
1.3. Literature review 6
1.4. Research motivations and objectives 12
2. COMMUNITY BUILDING STRATEGIES 14
2.1. Why an online learning community? 14
2.2. What is an online learning community? 15
2.3. Stages of development 21
2.4. Learning community building strategies 22
2.5. Learning community elements 24
3. STRUCTURAL ELEMENTS OF LEARNING COMMUNITY 26
3.1. Events-driven 26
3.1.1. Course-offering contests 27
3.1.2. Approach and methodology 27
3.1.3. Data analysis and results 30
3.1.4. Discussion 33
3.2. Course quality control 37
3.3. Teachers’ motivations of course offering 37
3.4. Life cycle of a course 37
3.4.1. Course monitor flow 39
3.4.2. Results of courses lifecycle 40
3.5. Online teacher training 40
3.6. Online Teaching Models (T-Models) 42
3.6.1. STM:Single-teacher-offering Pedagogical Model (SPM) 44
3.6.2. GTM : Group Teaching Model 45
3.6.3. CPM: Cluster Course Model 47
4. SYSTEM IMPLEMENTATION 50
4.1. Course management systems 50
4.2. History of Educlasses system 53
4.3. System architecture 56
4.3.1. Curriculum setting module 58
4.3.2. Co-teaching and privileges setting module 59
4.3.3. Reward setting module 59
4.3.4. Assessment setting module 61
4.3.5. Information sharing setting module 62
5. EVALUATIONS 64
5.1. Participants and sample course selected 64
5.2. Data analysis 66
5.2.1. Function used evaluation 66
5.2.2. Courses evaluation 68
5.2.3. Online teachers’ perceptions of the use of the five modules 71
5.3. Invite different levels of participation 74
5.3.1. Membership life cycle 75
5.3.2. Correlate Analysis 76
5.3.3. Accumulated user forecast 77
5.3.4. Discussion 78
6. CONCLUSIONS AND FUTURE WORK 80
REFERENCES 83
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