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研究生:廖順權
研究生(外文):Shun-Chuan Laio
論文名稱:全民國防教育數位化教學模式之研究
論文名稱(外文):A Study of e-Learning on Defense Education
指導教授:曾章瑞曾章瑞引用關係林淑瓊林淑瓊引用關係
指導教授(外文):Jang-Ruey TzengShu-Chiung Lin
學位類別:碩士
校院名稱:大同大學
系所名稱:資訊經營學系(所)
學門:商業及管理學門
學類:一般商業學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:中文
論文頁數:71
中文關鍵詞:數位學習全民國防教育ARCS理論
外文關鍵詞:e-learningDefense EducationARCS theory
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隨著網際網路蓬勃發展後,數位化社會環境已逐漸成熟,虛擬學習隨著資訊科技的發展日趨普及,數位學習人口將持續增加,學習模式邁向數位化是一必然趨勢。台灣政府將自民國98年起展開全民國防教育,並從數位學習的角度探索有關數位學習環境、網路教學模式與學生學習方式,以期了解推動可獲得的學習成效。研究中先以文獻探討與第一階段進行之台灣北部地區青年學子對於全民國防教育數位化模式採行之初探研究為主導,並以ARCS理論結合動機期望理論與教學設計管理發展研究模型,再結合相關文獻探討與專家意見進行研究問卷編製,以進行第二階段的全民國防教育採行數位化教與學的學習動機與學習成效之研究。研究結果說明「主動學習群」、「擴展學習群」與「發展學習群」三群的個人因素與環境因素分別可直接對學習成效帶來正向的影響;而「探索學習群」的學生之個人學習動機與期望和教學環境配置即使都很好,但受到數位媒體設備的使用與提供不足,則對於學習成效產生負面的效果。本研究企圖了解青年學子對於全民國防教育的數位學習模式之期盼與需求,以提供我國全民國防教育推動的參考。
The Taiwanese Government has been making parallel effort to promote both the “defense education” and digital technology in recent years. On the one hand, the Defense education have been put into practice at higher education levels—universities and high schools as well as a timetable has also been set with 2009 as the initial phase for the government to promote an overall scale of the “defense education”. To deal with this rather novel innovation in education, we apparently need a plural perspective. This includes the transition of social condition, patterns of juvenile learning, and both features and e-learning of the effort of “defense education”. As a pilot study, this research explores current Taiwanese students’ expectation and need of an e-form “defense education” courses with a view to effectively promoting an e-learning model among the audience.
When it comes to defense education that used to be strongly characterized by conventionally one-way communication modes in class, defense education is to be launched in e-learning environment and will be welcome effort with forthcoming effective teaching/learning results. With 1150 respondents across four schools but limiting the targets within North Taiwan only, the result, however positive, can hardly be reassuring. To convince policymakers dealing with defense education in Taiwan, more research effort definitely has to be done. Indeed, enlarging the targeted groups and adopting a theoretical framework are the starting point of the paper to address the above concern.
After the pilot study, it was methodologically to create a broader sampling base to answer a set of questionnaires and randomly chose 2500 respondents coming from 12 schools across whole Taiwan including one on an off-shore islet. This study also found Keller’s ARCS (attention, relevance, confidence, satisfaction) model as its theoretical assistance to start with as it based the reasoning that ARCS has long been considered an appropriate model suited for learners without age discrimination. There exist much similarly positive results pointing to a successful marriage between e-learning as a vehicle and defense education in Taiwan as contents.
This study separated all the respondents into four groups -- Active learning group, Extensive learning group, Develop learning group and Explorative learning group -- through cluster analysis method and turned out the result that the students belonging to the exploring group are seriously interrupted by the digital appliance, even though these students have strong willing and motive to learn and also have positive interaction with the knowledge. Conclusively, due to the lack of the digital appliance, it is sure to have negative impact to the learning effectiveness for students in the exploring group. Based on the research results, came to the remark that the uses and familiarity of digital appliance in the process of learning and teaching can significantly improve learning efficiency. For the consideration of environment factor, the design of teaching materials and curriculum arrangement can also improve their acceptance of e-learning model for learning the knowledge of defense education and interests of the contents in digital materials. However, personal factor is the key element affecting the learning performance, also critical factors that promote motives, expectation, knowledge, skills and interaction.
With the well developed infrastructure of education system and information environment in Taiwan, defense education not only has the advantage to develop its unique education model of advertising the ideas of national defense, but also promotes the learning performance through the advanced multi-digital appliance and the well organized-knowledge content provider.
致謝 i
摘要 ii
ABSTRACT iii
目錄 vi
圖目錄 viii
表目錄 ix
第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究議題與目的 2
1.3 研究流程 3
1.4 論文架構 4
第二章 文獻探討 6
2.1 知識管理 6
2.1.1 知識的主要定義 6
2.1.2 知識管理的定義 8
2.1.3 SECI模式 10
2.1.4 知識管理指標內涵 11
2.1.5 社會網絡分析解釋個人知識網絡模式 12
2.2 數位學習 13
2.2.1 數位學習的概念 13
2.2.2 網路教學模式 14
2.2.3 學生的學習模式 17
2.2.4 數位媒體之有效運用 20
2.2.5 數位學習與傳統學習之差異 21
2.3 ARCS模式理論 22
2.3.1 ARCS 模式的理論基礎 22
2.3.2 ARCS模式的主要意涵 24
2.3.3 ARCS動機模式的實證研究 26
第三章 研究方法 28
3.1研究架構與假說 28
3.2 區堿性研究設計 29
3.2.1 研究設計 29
3.1.2 問卷設計 30
3.3全域性研究設計 31
3.3.1研究設計 31
3.3.2研究對象 32
3.3.3研究限制 33
第四章 資料分析 34
4.1 區堿性研究調查 34
4.1.1 問卷發收和樣本基本資料說明 34
4.1.2 因素分析與信度效度檢測 34
4.1.3 單因子變異數分析 36
4.2 全堿性研究調查 43
4.2.1 樣本資料描述性統計 43
4.2.2 信度檢測 43
4.2.3 集群分析法 44
4.2.4 迴歸分析法 46
第五章 結論與建議 54
5.1 研究結果 54
5.2 研究發現 56
5.3 未來研究建議 57
區域性研究調查問卷 58
全域性研究調查問卷 60
參考文獻 64
中文部份 64
英文部份 66
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