臺灣博碩士論文加值系統

　　本研究旨在探討國民小學實施混成數位學習教師在職進修之關鍵性因素。主要以文獻分析法探討進行國民小學教師進修及實施混成數位學習的關鍵性因素外，並採問卷調查法實際了解國民小學教師進行在職進修之適當時間、進修方式、與使用數位學習媒介的意願，同時進一步瞭解實施混成數位學習教師在職進修在制度、管理、科技及教學面之關鍵性因素狀況。以台中市60所國民小學教師為研究對象，採分層隨機取樣方式，共抽取20所學校的資訊組長、資訊教師、行政人員及一般教師共463人。
　　問卷調查資料之所得，以描述統計、卡方考驗及單因子變異數等統計方法進行資料統計分析。本研究獲得之主要結論如下：
一、最佳混成數位學習教師在職進修方式：在平時、週三下午或寒暑假，依次為實體教室、同步模式、非同步模式；一般假日則是同步模式、非同步模式、實體教室。
二、最佳數位學習媒介：依次為線上視訊會議、電子郵件、線上討論區。
三、制度面關鍵性因素：提供學習者熟悉操作與應用、教學者相關訓練及相關資訊預告，及設置聯合數位資源中心來提供教材及相關說明或手冊，以達資源分享目的。
四、管理面關鍵性因素：建置學習管理平台，規劃管理維護之計畫，徹底實施，學習管理平台有線上討論區的功能，並可以匿名方式來討論，學習者也可以由線上學習紀錄來瞭解自己學習的情形。
五、科技面關鍵性因素：規劃、購置或建置適合的網路作業系統、網路基礎建設、電腦硬體設備及視聽設備。
六、教學面關鍵性因素：選擇瞭解數位學習之教師，瞭解學習者之興趣及需求，依教學媒體及教師之特性設計符合教學者之課程內容及教法。教學者在教學實施中，針對學習者適時調整其教學的方法，提供完整的課程內容，鼓勵學習者與他人互動，進而實施面對面討論。在學習缺乏數位學習之知識或經驗時，利用學習型組織或線上虛擬社群來增加其知識與經驗。

The main purpose of this research was to investigate the critical success factors for teacher’s blended learning in-service education being put into practice in the elementary school. As to research methodology, literature review was conducted to investigate the critical success factors, and a questionnaire survey was also applied to understand the critical success factors in institutional area, management area, technological area, & pedagogical area, in-service time and the best way, the desire of e-learning media. Research subjects were educators in the 60 public elementary schools in Taichung city. A total of 463 questionnaires were circulated in 20 public elementary schools.
The data collected from the questionnaire survey processed and analyzed through various statistic methods, frequency distribution, percentage, mean, standard deviation, Chi-square, One-way ANOVA, and etc.
Based on the above-mentioned purpose and methodology, the results are as follows:
1. The best way of teacher’s blended learning in-service education: education in classroom is the best way in school time, Wednesday afternoon, or winter & summer vocation, synchronous model is the second, and asynchronous model is the last. Education using synchronous model is the best way in night, Saturday, Sunday & holiday, asynchronous model is the second, and classroom model is the last.
2. The best e-learning media: on-line conference is the best, e-mail is the second, and BBS is the last.
3. Institutional critical success factors: provide the opportunity for the learner to familiar with the operation and application, provide the training for the teacher, provide the information about teacher’s in-service education, establish the united digital resource center to publish the e-learning materials, and provide the manual of learning management system.
4. Management critical success factors: establish the learning management system, make a plan for management, provide the BBS function, can discuss by anonym, learner can understand the learning by on-line record.
5. Technological critical success factors: plan and buy the suitable network operation system, plan and establish the suitable network infrastructure, plan and buy the suitable computer hardware and media device.
6. Pedagogical critical success factors: choice the teacher that understand the media and know how to use, survey the interesting and demand of learner, design courses suited to the teacher. In the teaching process, teacher will change the teaching method for learner, provide the whole course contents, encourage learner to talk, hold a face to face discuss. Use cooperation organization or cyber community to improve the knowledge of learner that not familiar with e-learning.

第一章　緒論 1
　　第一節　研究背景與動機 1
　　第二節　研究目的 2
　　第三節　待答問題 3
　　第四節　名詞解釋 3
　　第五節　研究範圍與限制 4
第二章　文獻探討 5
　　第一節　教師在職進修 5
　　第二節　數位學習 25
　　第三節　混成數位學習 38
第三章　研究方法 51
　　第一節　研究架構 51
　　第二節　研究對象 51
　　第三節　研究工具 55
　　第四節　實施程序 60
　　第五節　資料處理 60
第四章　研究結果與討論 63
　　第一節　國民小學實施混成數位學習教師在職進修關鍵性因素分析 63
　　第二節　不同變項對實施混成數位學習教師在職進修關鍵性因素之認知差異 70
　　第三節　實施在職進修方式及數位學習媒介輔助教學之意願分析 79
　　第四節　討論 101
第五章　結論與建議 109
　　第一節　結論 109
　　第二節　建議 111
參考文獻 115
一、中文部分 115
二、英文部分 117
附錄 121
附錄一　國民小學實施混成數位學習教師在職進修關鍵性因素之調查問卷（預試問卷） 121
附錄二　國民小學實施混成數位學習教師在職進修關鍵性因素之調查問卷（修正後預試問卷） 124
附錄三　國民小學實施混成數位學習教師在職進修關鍵性因素調查問卷 127

一、中文部分
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