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研究生:謝玉英
研究生(外文):HSIEH, YU-YING
論文名稱:可信賴數位學習系統之研究
論文名稱(外文):The Study on Trusted E-Learning Systems
指導教授:廖岳祥廖岳祥引用關係
指導教授(外文):Anthony Y. H. Liao
口試委員:張冀青林詠章黃明祥時文中廖岳祥
口試委員(外文):Chi-Ching ChangLin, Iuon-ChangMin-Shiang HwangWen-Chung ShihAnthony Y. H. Liao
口試日期:2022-07-21
學位類別:博士
校院名稱:亞洲大學
系所名稱:資訊工程學系
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:2022
畢業學年度:110
語文別:中文
論文頁數:82
中文關鍵詞:可信賴數位學習教學設計點名系統安全線上考試
外文關鍵詞:E-LearningTrustedInstructional DesignRoll Call SystemSecure Online Exam
相關次數:
  • 被引用被引用:1
  • 點閱點閱:240
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  • 下載下載:45
  • 收藏至我的研究室書目清單書目收藏:0
自2019年COVID-19引起全球大流行後,多數學校為避免教師與學生受到感染,紛紛改變上課型態,從面對面的實體上課轉為線上教學。由於受到空間隔離的影響,導致教師與學生分處於不同地點上課,無論是教學過程或學習模式,都 造成很大改變。為因應數位學習的趨勢,有關如何規劃教學活動、如何激發學生主動學習以及如何確保達成教學目標,是實施數位學習時所面臨的三大問題。本研究以行為主義、認知主義及人本主義等三大學派的學習理論的觀點為基礎,透過現有相關文獻與研究資料的整理及分析,針對有關上課前的教學設計、上課中的點名系統、以及課程結束後的績效評鑑深入探討,目的在瞭解上述問題的內容及實際作法,並且探究解決方法及改善策略。本研究研究結果認為,欲建立可信賴的數位學習系統,應從上課前的教學設計著手,包括教學情境、教學策略和教學內容的豐富及創新,使用即時問答等有趣的方式來確認學生的出勤情況,將點名無形的融入教學歷程之中,並採用多元的方式進行評量或考試,以兼顧學生的個別差異、提升主動參與學習動機。本研究主張,回歸教育目的的本質,制定完善的教育政策及明確的考試制度,才是促進數位學習成效的根本之道。本研究之研究結果能提供教學單位及教師於實施數位教學時之參考。
Since the global pandemic caused by COVID-19 in 2019, most schools have changed classroom models to prevent teachers and students from being infected. They changed the type of class from face-to-face to online teaching, cause teachers and students to attend classes in different places. No matter the teaching process or learning mode, it has caused great changes. Therefore, responding to E-Learning trends, about how to plan teaching activities, how to stimulate students' active learning and how to ensure the realization of teaching goals, they are three major problems faced when implementing E-Learning. This study is based on the perspectives of three main learning theories, they are behaviorism, cognitivism and humanism. This study will use collation and analysis of existing relevant literature and research data, for in-depth discussions on the teaching design before class, the roll call system during class and the performance evaluation after the class. The purpose is to understand the content and practice of the above questions, explore solutions and improvement strategies. The results of this study show that to build a reliable online learning system, we must start with rich and innovative instructional design. Use fun ways such as instant quizzes to confirm student attendance. And adopt a variety of assessment or examination methods, taking into account the individual differences of students, and enhance the enthusiasm of actively participating in learning. This study argues that returning to the essence of educational purposes, formulating sound educational policies and a clear examination system are the fundamental ways to promote the effectiveness of E-Learning.
中文摘要.........................................................................................................................i
Abstract..........................................................................................................................ii
圖目錄...........................................................................................................................vi
表目錄..........................................................................................................................vii
第一章 緒論................................................................................................................1
1.1 研究背景.......................................................................................................1
1.2 研究動機.......................................................................................................2
1.3 研究目的及探討主題...................................................................................3
1.4 研究方法及研究架構...................................................................................3
1.4.1 研究方法............................................................................................3
1.4.2 研究範圍............................................................................................4
1.4.3 研究架構............................................................................................4
1.4.4 研究流程............................................................................................5
1.4.5 本章小結............................................................................................6
第二章 文獻回顧........................................................................................................7
2.1 名詞釋義.......................................................................................................7
2.1.1 可信賴................................................................................................7
2.1.2 數位學習............................................................................................8
2.1.3 教學設計............................................................................................8
2.1.4 點名系統............................................................................................8
2.1.5 安全線上考試....................................................................................8
2.2 各主要學派學習理論...................................................................................9
2.2.1 行為主義學習理論(Behaviorist Learning Theory) .....................9
2.2.2 認知主義學習理論 (Cognitivist Learning Theory ) ......................12
2.2.3 人本主義學習理論 (Humanistic Learning Theory).......................13
2.2.4 學習理論..........................................................................................15
2.3 數位學習相關研究..................................................................................16
2.3.1 教學設計..........................................................................................18
2.3.2 點名系統..........................................................................................19
2.3.3 安全線上考試..................................................................................20
2.3.4 本章小結..........................................................................................21
第三章 數位教學設計..............................................................................................22
3.1 數位教學設計的意涵.................................................................................22
3.2 教學設計模式.............................................................................................23
3.2.1 ADDIE 模式....................................................................................23
v
3.2.2 ASSURE 模式 .................................................................................25
3.2.3 Dick & Carey 模式..........................................................................27
3.3 各學派有關教學設計的觀點.....................................................................30
3.3.1 行為主義學派的觀點......................................................................30
3.3.2 認知主義學派的觀點......................................................................31
3.3.3 人本主義學派的觀點......................................................................32
3.4 本章小結.....................................................................................................32
第四章 數位學習點名系統......................................................................................36
4.1 數位點名系統的意義.................................................................................36
4.2 學生出席率與學習成效之關係.................................................................36
4.2.1 學生曠課行為的原因......................................................................38
4.2.2 有關數位點名系統的研究..............................................................40
4.2.3 不同數位點名系統之比較..............................................................41
4.3 本章小結.....................................................................................................41
第五章 可信任的線上考試系統..............................................................................44
5.1 線上考試的意義.........................................................................................44
5.2 線上考試作弊的原因.................................................................................44
5.3 線上考試常見的作弊方式.........................................................................46
5.4 評估安全線上考試系統反欺詐技術.........................................................47
5.5 線上考試作弊及監考技術的研究.............................................................49
5.6 線上考試相關研究分析.............................................................................50
5.6.1 線上考試作弊原因分析..................................................................50
5.6.2 線上考試作弊類型分析..................................................................51
5.6.3 反欺詐策略分析..............................................................................53
5.7 線上考試相關文獻分析及比較.................................................................54
5.7.1 線上考試相關文獻分析..................................................................54
5.7.2 線上考試相關文獻的比較..............................................................55
5.8 本章小結.....................................................................................................55
第六章 結論、研究限制與建議..............................................................................57
6.1 研究結論.....................................................................................................57
6.1.1 教學設計方面..................................................................................57
6.1.2 安全線上點名系統方面..................................................................58
6.1.3 線上考試系統方面..........................................................................59
6.2 研究限制及建議.........................................................................................59
6.2.1 有關教學設計的研究限制與建議..................................................59
6.2.2 有關數位點名的研究限制與建議..................................................59
6.2.3 有關線上考試的研究限制與未來研究主題..................................60
參考文獻......................................................................................................................61
圖目錄
圖 1.1 研究架構.........................................................................................................5
圖 1.2 研究流程.........................................................................................................5
圖 2.1 本研究文獻.....................................................................................................7
圖 2.2 交互取向學習論...........................................................................................11
圖 3.1 ADDIE 教學設計...........................................................................................24
圖 3.2 DDIE 模式設計流程......................................................................................24
圖 3.3 ASSURE 教學設計模式................................................................................26
圖 3.4 Dick & Carey 教學設計模式........................................................................27
圖 3.5 研究設計之教學設計模式...........................................................................35
表目錄
表 2.1 蓋聶(Gagne)提出的九個教學事件及順序 ....................................................12
表 2.2 三大學派的學習理論主張..............................................................................16
表 2.3 數位學習的三種類型......................................................................................17
表 2.4 學者對於教學設計的定義..............................................................................19
表 3.1 各學派有關教學設計的觀點...........................................................................33
表 4.1 有關出席率與學習成效關係之研究..............................................................37
表 4.2 學生曠課的原因..............................................................................................39
表 4.3 同數位點名系統之比較..................................................................................42
表 5.1 線上考試作弊的原因.......................................................................................45
表 5.2 上考試中常見的作弊方式..............................................................................46
表 5.3 全線上考試系統的反欺詐技術比較..............................................................48
表 5.4 關線上考試作弊及監考技術的研究..............................................................49
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