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研究生:蘇世傑
研究生(外文):Shih-Chieh Su
論文名稱:個人化數位學習系統之設計與研究
論文名稱(外文):Design of Personalized E-Learning System
指導教授:林正堅林正堅引用關係
指導教授(外文):Cheng-Jian Lin
學位類別:碩士
校院名稱:朝陽科技大學
系所名稱:資訊工程系碩士班
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:2006
畢業學年度:94
語文別:中文
論文頁數:71
中文關鍵詞:試題反應理論科技接受模型灰關聯分析數位學習康百世美語
外文關鍵詞:TAMIRTGrey Relational Analysise-learningGMICompassLearning
相關次數:
  • 被引用被引用:16
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  • 下載下載:251
  • 收藏至我的研究室書目清單書目收藏:13
根據經濟部技術處委託資策會ACI-IDEA-FIND進行「我國網際網路用戶數調查」,調查資料顯示,截至2005年6月底止,我國寬頻用戶數達387萬戶,我國經常上網人口達940萬人,網際網路連線應用普及率為41%。這表示在我國,網際網路已與許多人的生活息息相關,而且已經為網路學習提供了非常成熟的發展環境。

本研究主要探討資訊科技在數位學習教學模式整體性上的應用,以期達到輔助學生自導學習,使學生能主動探索學習並建構自己的知識為目的。研究架構主要分成四個部份,第一部份為教材評鑑模組,主要用來評鑑適合教學目標之教材;第二部份為安置性評量模組,目的在評量學習者的起點行為;第三部分為教學活動模組,即本研究所採用的教學模式;第四部分以科技接受模式來探討學習者對於本研究模式的接受度。研究結果顯示,學習者在本研究所提出的教學模式中,大部份都有自導學習之能力,並且能達到單元精熟標準之要求。最後,以科技接受模式解釋本研究所提出的教學模式,經由相關分析與回歸分析結果顯示,大部份實驗中的學習者都能接受本研究所建構的教學模式。
This research is basic on General Model of Instruction (GMI), uses information technology theory and learning theory to build this e-learning system. This research divides into four parts; The first part, to set up the Instructional Objectives, uses the Grey Relational Analysis to evaluate the materials then chooses the right materials. The second part, Placement Assessment, uses the Item Response Theory and Computerized Adaptive Testing system to help finding out the students are prerequisites by assessment. The third part, Instructional Procedures, uses Keller''s Personalized System of Instruction to process teaching actives. The fourth part uses Technology Acceptance Model to find out how the students accept this research. The result of this research shows that the most of students can self paced and can be in the mastery stand. Also proof that most of students can be achieve the certain study level if they spent enough time on it.
The final conclusion, this Technology Acceptance Model teaching system was testing by correlation and regression. The result shows that most of students are successful with our teaching system.
第一章 緒論 1
1.1 研究動機 1
1.2 研究目的 2
1.3 論文架構 2
第二章 相關文獻與研究 3
2.1 教學目標 4
2.1.1 擬定課程目標 4
2.1.2 選擇教材 5
2.1.3 組織教材 6
2.1.4 實施評鑑 6
2.2安置性評量 6
2.2.1電腦適性測驗 7
2.2.2史丹佛成就測驗 7
2.2.3試題反應理論 7
2.3教學活動與評量 8
2.3.1卡羅的「學校學習模式」理論 8
2.3.2 Bloom的精熟學習理論 10
2.3.3增強原理 11
2.4回饋 11
第三章 研究方法 13
3.1 教育目標模組 14
3.1.1教材評鑑模組架構 15
3.1.2 教育目標的分類 15
3.1.3 教材評鑑方法 18
3.1.4 實驗與評估 21
3.1.5 小結 25
3.2 安置性評量模組 26
3.2.1模組架構 26
3.2.2安置性評量模組建置流程與步驟 26
3.2.3 系統功能 30
3.2.4實驗評估與結果 32
3.2.5小結 33
3.3 教學活動模組 34
3.3.1教學模組架構 35
3.3.2 形成性評量 36
3.3.3 精熟標準 36
3.3.4 立即回饋 37
3.3.5 補救教學(Remedial instruction) 37
3.3.6 實驗與評估 38
3.3.7 小結 48
3.4開發工具 50
第四章 學習意願之研究 51
4.1 科技接受模型 51
4.1.1認知易用性 (perceived ease of use) : 52
4.1.2認知有用性(perceived usefulness) : 52
4.1.3 外部變數(External Variables) : 53
4.1.4 修正科技接受模式: 53
4.2 研究方法 54
4.2.1研究變數 55
4.2.2研究假設 55
4.2.3問卷設計與量尺 56
4.3資料分析與研究結果 56
4.3.1樣本資料分析 56
4.3.2問卷的信度分析 57
4.3.3統計分析結果 57
4.4小結 60
第五章 結論與未來研究 61
5.1結論 61
5.2未來研究 61
參考文獻 63
英文部份
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