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研究生:高儷珉
研究生(外文):Li-Min Kao
論文名稱:行動磨課師「創意思解」課程對創新與問題解決能力之研究
論文名稱(外文):A Study on Mobile MOOCs "Creative Problem Solving" Course for Innovation and Problem-Solving Competences
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:55
中文關鍵詞:數位學習磨課師行動磨課師創新、問題解決能力
外文關鍵詞:E-lareningMOOCsMobile MOOCsInnovation and Problem-Solving
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由於現今網路的普及,隨處可看到幾乎人手一個3C產品,不管是手機、平板還是筆記型電腦,漸漸的學校也開始會嘗試有別於傳統的教學方式,透過數位教材以及線上互動的方式進行教學,讓學生的學習變的更加多元化,可以隨時隨地甚至反覆的學習,像是大規模開放式線上課程(Massive Open Online Courses;簡稱MOOCs),因為最近4G高速網路的興起,漸漸的大家變得開始倚賴行動裝置,比起桌上型電腦以及筆記型電腦需要定點使用,行動裝置可以跳脫定點的限制,讓學習變的無所不在,因此磨課師又進一步形成行動磨課師。行動磨課師強調可以在移動中利用短暫的五到十分鐘時間,以行動裝置學習一個觀念或是一項知識,透過精緻的行動磨課師「創意思解」課程融入有趣的活動App,讓修課者能在學習中無形的提升核心能力。
本實驗以單組前後測針對82位樣本進行分析,以成對樣本t檢定以及ANOVA分析五構面:發現問題、問題陳述與界定、提出解決方案、評估與決策、方案實施,八週過後,對參與度較高以及後測較前測成績退步的同學進行半結構化式的訪談,目的是為了要更了解學習者的想法,而研究結果各構面後測分數均高於前測,除了第五構面方案實施其餘構面均達顯著性,顯示行動磨課師創意思解課程對於修課學生的創新與問題解決能力具有影響力。

Due to the popularity of the Internet today, almost everyone have 3C products, whether it is phone, tablet or laptop, and school gradually begin to try to use new teaching methods that are different from traditional methods. The new methods is like digital learning materials or online interaction courses. These methods could make Students have diverse way to study, and could learn anytime, anywhere such as Massive Open Online Courses (“MOOCs”). Furthermore, due to the rapid growth of 4G mobile Internets, gradually we start becoming dependent on mobile devices compared to personal computers or laptops. Mobile device with Internet could make learning become more convenient. Therefore, the MOOCs with mobile devices become “Mobile MOOCs,” which emphasize that people could learn concepts in few minutes anywhere. In addition, Mobile MOOCs with creative application could make learners upgrade core capability virtually. The experiment included 82 samples of pre and post-test of the application, and use t-test and ANOVA to analyze couples of sample in 5 levels: finding questions, stating and delimiting questions, proposing resolutions, estimation and decision and execution. After 8 weeks, we interviewed students whose post-test is worse than pre-test to understand the idea of learners. However, The result showed that average grade of post-test was better than pre-test .and all levels reach the significance in addition to fifth facets, which showed that the Mobile MOOCs courses for learners’ innovation and of problem-solving have influence.

摘要 I
Abstract II
誌謝 III
目錄 IV
圖目錄 V
表目錄 VI
第一章 緒論 1
1.1研究背景與動機 1
1.2研究目的與問題 1
第二章 文獻探討 3
2.1大規模開放式線上課程(MOOCs) 3
2.2行動磨課師 5
2.3創新與問題解決能力 7
第三章 研究方法 11
3.1研究架構與設計 11
3.2研究流程 12
3.3研究工具 20
3.4研究實施程序 21
第四章 資料結果分析 24
4.1量化資料分析 24
4.2質性訪談分析 33
第五章 結論與建議 38
5.1研究結論 38
5.2研究建議 38
5.3研究範圍 38
參考文獻 39
附錄一 前測問卷 44
附錄二 後測問卷 47

圖目錄
圖 2-1以智慧型手機觀看磨課師程示意圖 4
圖 3-1實驗架構圖 11
圖 3-2研究流程圖 13

表目錄
表 2-1磨課師的特性 : 3
表 2-2數位學習比較表 6
表3-1實驗階段 12
表3-2行動磨課師「創意思解」課程內容 14
表3-3行動磨課師「創意思解」課程活動部分舉隅 19
表3-4專家學者名錄 21
表3-5預試樣本的基本資料分析表 22
表3-6預試問卷信度檢驗結果整理 22
表 4-1前後測樣本基資料整理 24
表 4-2前測敘述性統計表 24
表 4-3前測性別與不同構面間的差異 25
表 4-4前測院別與不同構面間的差異 25
表 4-5實驗組前後測成績比較表 27
表 4-6前後測成對樣本 t檢定 27
表 4-7後測樣本基資料分析 28
表 4-8後測性別與不同構面差 異 30
表 4-9後測院別與不同構面差異 31
表 4-10 男生前後測 t檢定 32
表 4-11 女生前後測 t檢定 33
表 4-12 編碼方式與代號說明表 34
表 4-13 質性訪談問項 34

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