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研究生:謝基中
研究生(外文):Chi-Chung Hsieh
論文名稱:精準訊息設計之行動磨課師教材研究-以中原大學數位學伴計畫為例
論文名稱(外文):A Study on Mobile MOOCs of Precision Messages Design: An Example of CYCU Online Tutoring Project
指導教授:廖慶榮廖慶榮引用關係
指導教授(外文):Ching-Jung Liao
學位類別:碩士
校院名稱:中原大學
系所名稱:資訊管理研究所
學門:電算機學門
學類:電算機一般學類
論文種類:學術論文
論文出版年:2016
畢業學年度:104
語文別:中文
論文頁數:65
中文關鍵詞:數位學習多媒體學習認知理論線上課輔大學伴行動磨課師教材
外文關鍵詞:E-learningCognitive theory of multimedia learningOnline tutoringUniversity partnersMobile MOOCs
相關次數:
  • 被引用被引用:2
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台灣長期有城鄉差距的社會問題,偏鄉及貧窮孩童仍然無法接受完善的教育,各種線上課程平台日臻成熟,線上學習日漸成為弭平數位落差及補足義務教育無法遍及的替代方案,網路教育是高等教育增長最快的部分,以個別課程建立在學習平台上,教師以線上學習系統當作媒介教學時,能夠不受時空和地理位置的限制,因此學習方式也跟著有了變化,現今網際網路已成為教學與學習的重要工具之一,像是數位學習、遠距教學及行動學習等,這些學習模式都是因為網路及資訊平台的興起而衍生出的方式。本研究以「數位學伴線上課業輔導服務計畫」之大學伴,透過精準訊息教材設計的教育訓練後,大學伴所製作之行動磨課師教材和沒受過訓練的教材比較其前後差異,製作教材能力是否有提升,並提出評估行動磨課師教材原則來檢驗其教材品質。

Taiwan has a social gap between urban and rural in a long time. Poor kids in remote areas are unable to accept complete education. Fortunately, many online education platforms have been developed and matured. Learning online eliminates the digital divide and make up the alternative of compulsory education. Online education is the fastest growing segment of higher education .Since using online learning system as a teaching media makes teaching without boundaries by time and space limitation. Therefore, learning mode has changed a lot due to online learning platforms. Today, Internet has become an important tool for teaching such as e-learning, distance learning and mobile learning. These models are all developed because of the extension of the network information platform. In this study, university partners in "Digital learning with online tutoring service plan". After the training of Precision Messages Design, university partners compare trained Mobile MOOCs with untrained Mobile MOOCs, in order to see whether the authoring ability is improved, and propose a principle assessment of Mobile MOOCs to test the quality.

目錄
摘要 I
Abstract II
誌謝 III
目錄 IV
圖目錄 VI
表目錄 VII
第一章 緒論 1
1.1研究背景與動機 1
1.2研究目的 3
1.3研究問題 3
1.4名詞解釋 3
1.4.1數位學伴 3
1.4.2大學伴與小學伴 4
1.4.3精準訊息設計 4
1.4.4行動磨課師 4
第二章 文獻探討 6
2.1數位學習 6
2.2行動磨課師教材 9
2.3線上課輔 10
2.4 多媒體學習認知理論 14
第三章 研究方法 17
3.1研究流程 17
3.2研究架構 19
3.3行動磨課師教材品質評估原則 21
3.4教材案例 22
3.5質性訪談 24
3.6研究工具 25
3.7訪談題項 25
3.8內容分析 26
3.9專家效度 28
第四章 研究分析與結果 29
4.1行動磨課師教材品質評估 29
4.2訪談內容分析 31
第五章 結論與建議 48
5.1研究結論 48
5.2研究建議 49
5.2.1未來研究之建議 49
5.2.2採用之研究方法 49
5.2.3研究範圍 50
參考文獻 51
附錄A 57
附錄B 57


圖目錄
圖2-1學習類型關係圖 7
圖2-2大學伴教育訓練培訓理念 11
圖2-3視覺聽覺示意圖 15
圖3-1研究流程圖 18
圖3-2研究架構圖 19
圖3-3未受過訓練教材示意圖 23
圖3-4受過訓練教材示意圖 24


表目錄
表2-1學習類型及特性 7
表2-2大學伴教育訓練培訓模式彙整表 11
表3-1實驗階段 20
表3-2 行動磨課師教材品質評估原則表 21
表3-3簡報設計評分標準 22
表3-4訪談類型:連續模式(Continuum model) 24
表3-5半結構式訪談大綱 26
表3-6分析譯碼表 27
表3-7專家學者名錄 28
表4-1未受過訓練教材品質之人數百分比 29
表4-2受過訓練教材品質之人數百分比 30
表4-3訓練前-後成對樣本T檢定表 30



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