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研究生:蔡昕玹
研究生(外文):TSAI, HSIN-HSUAN
論文名稱:合作學習導入高齡者學習科技課程之研究
論文名稱(外文):Applying Cooperative Learning to Learn Technology for Older Adults
指導教授:李傳房李傳房引用關係
指導教授(外文):LEE, CHANG-FRANW
口試委員:黃信夫陳明石
口試委員(外文):HUANG, HSIN-FUCHEN, MING-SHIH
口試日期:2022-07-19
學位類別:碩士
校院名稱:國立雲林科技大學
系所名稱:工業設計系
學門:設計學門
學類:產品設計學類
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:67
中文關鍵詞:高齡者合作學習4C/ID模式BOPPPS教學結構
外文關鍵詞:ElderlyCooperative Learning4C/ID ModelBOPPPS Model
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台灣人口結構正快速老化,高齡者退休後生活的品質逐漸受到重視,透過學習可以維持社會參與和人際關係的連結,利用網路作社交互動可促進其社會聯繫並減少退休後的孤獨感與社會孤立的問題。高齡者缺少數位科技的使用經驗與知識,數位科技課程不僅可以培養其數位使用能力也能在學習過程中增加其自信心,有同伴的支持、指導與協助,高齡者的學習態度更積極正向,本研究將合作學習導入於高齡者科技學習課程並應用於社群類軟體教學,促進科技的基本素養與社交互動,並培養其興趣和自主學習能力以達到終身學習,本研究的目的為在高齡者學習科技課程導入合作學習,探討學習成效並分析不同學習風格的高齡者於教學設計的影響。
本研究透過文獻探討分析高齡學習者與使用行動裝置現況,進行現況調查使用觀察法了解高齡者學習科技的看法與需求,再透過訪談專家與利害關係人了解社區課程概況與規劃,依據4C/ID模式及BOPPPS教學結構設計合作學習導入高齡者社群軟體之課程,招募13位社區中高齡者參加社群軟體的學習課程分類其學習風格並分析學習情況之差異。研究結果顯示,合作學習導入科技學習達到互相協助學習與快速地進入課程更了解自身的學習需求,並降低中高齡者對科技產品的挫折與抗拒學習,提高學習科技產品相關知識的意願與增加社會交流,在課程後整體的科技素養提升,操作方面因步驟較多無法記憶而導致操作信心下降,但未降低高齡者主動學習使用科技的意願,發散型與同化型兩種類型學習風格的高齡者,經過合作學習科技課程後,對自身的學習需求認知與科技的素養皆有成長。
As the demographic structure of Taiwan is aging rapidly, the quality of life of the elderly post-retirement is becoming increasingly important. Through the use of learning, social participation and interpersonal relationships can be sustained. Using the Internet for social interaction can facilitate social ties and reduce the feeling of loneliness and social isolation following retirement. The elderly have a lack of experience with and knowledge of the use of digital technology. Not only can digital technology programs develop the digital skills and confidence during the learning process, but with peer support, guidance, and assistance, the attitude of the elderly towards learning is more positive. Through the introduction of cooperative learning in a digital technology program for the elderly and its application to social software learning, this study aimed to promote basic technological literacy and social interaction and to foster their interest and self-directed learning skills to achieve lifelong learning. The objectives of this study were to introduce cooperative learning into technology programs for the elderly, to investigate the effectiveness of learning, and to analyze the impact of different learning styles of the elderly on the instructional design.
Through literature research, this study analyzed the current status of elderly learners and their use of mobile devices, and a survey was conducted using the observational method to understand the perceptions and needs of the elderly with respect to technology learning. Then, experts and stakeholders were interviewed to understand the overview and plans of the community programs and to design a program to introduce collaborative learning into the social software for the elderly based on the 4C/ID model and the BOPPPS model. The study was conducted by recruiting thirteen community older adults to participate in a social software learning program, and their learning styles were categorized and analyzed for differences in learning. The results of the study showed that technology learning courses involving cooperative learning allowed participants to help each other learn and quickly understand the course and further enhanced their understanding of their own learning needs while reducing frustration and resistance to learning about technology products among older adults. Regarding operation, the elderly had less confidence in operation due to the large number of steps they could not remember, but the elderly did not reduce their willingness to learn to use technology products. The elderly in divergent and assimilative learning styles have grown in awareness of their learning needs and technological literacy through the technology programs that have been introduced to cooperative learning.
摘要 i
Abstract ii
目錄 iii
表目錄 vi
圖目錄 vii
一、 緒論 1
1.1 研究背景 1
1.2 研究動機 1
1.3 研究目的 2
1.4 研究架構 3
二、 文獻探討 4
2.1 高齡者與科技態度 4
2.1.1 老化與科技素養 4
2.1.2 高齡者使用科技態度 5
2.1.3 科技接受與應用模式 5
2.1.3.1 相關科技接受修正模型 6
2.2 數位科技學習 7
2.2.1 使用行動裝置學習 7
2.2.2 高齡者使用社群媒體 7
2.2.3 學習風格 9
2.3 教學設計 9
2.3.1 合作學習 9
2.3.2 4C/ID教學模式 10
2.3.2.1 四個元素構件 10
2.3.3 BOPPPS模組 12
2.4 心流體驗 12
2.5 文獻小結 13
三、 研究方法 14
3.1 研究流程 14
3.2 第一階段—前期研究分析與現況調查 15
3.2.1 研究對象 15
3.2.2 研究方法 15
3.3 第二階段—教學設計 16
3.4 第三階段—原型實施與評估 16
3.4.1 心流體驗量表 17
3.4.2 自我導向學習量表 18
3.4.3 基本科技素養量表 18
四、 研究結果與討論 20
4.1 前期研究分析 20
4.1.1 中高齡者科技素養需求與教學調查 20
4.1.2 中高齡者使用社群軟體之經驗 22
4.2 教學設計 25
4.2.1 前期階段研究與設計概念彙整 25
4.2.2 教學課程內容架構 26
4.2.3 教學課程說明手冊 27
4.3 原型實施與評估 28
4.3.1 課程目標 28
4.3.2 課程設計 28
4.3.3 課程觀察與訪談 29
4.4 教學課程結果與分析 30
4.4.1 受測者描述性分析 30
4.4.2 自我導向學習分析 31
4.4.3 科技素養之統計分析 31
4.4.3.1 智慧型手機經驗對科技素養的差異分析 33
4.4.3.2 學習風格受測者對科技素養的差異分析 34
4.4.4 受測者心流體驗程度分析 35
4.5 小結 36
4.6 課程訪談與意見回饋 36
4.7 討論 38
五、 結論與建議 40
5.1 結論 40
5.2 建議 41
參考文獻 42
附錄 49
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