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題名 從學習者角度探討跨領域線上自學時的心態議題:以MOOCs學習網頁前端設計為例
An action of research on the issues of online self-learning that crosses disciplines : using MOOCs courses to learn front end web development
作者 黎映君
Li, Ying-Chun
貢獻者 林玲遠<br>李蔡彥
Lin, Ling-Yuan<br>li, Tsai-Yen
黎映君
Li, Ying-Chun
關鍵詞 線上課程
自學
跨領域
行動研究
心態調適
MOOCs
Self-learning
Cross-discipline
Action research
Mindset
Self-regulation
日期 2018
上傳時間 3-Sep-2018 16:01:12 (UTC+8)
摘要 數位時代的來臨,轉變了傳統的學習方式,也增添各種取得便利、豐富且優質的線上學習資源,因此有越來越多人利用線上課程,作為學習新知、自我成長的能力養成,亦或轉職前的其他領域專長培養。然而,即使課程已是由專業團隊精心設計,但學習情況仍有高註冊率、低完成率的問題。
有鑑於此,本研究透過行動研究方式,進行跨領域線上自學網頁前端設計,發現在學習歷程中的不同階段會因為學習者過去的學習經驗和生活習慣產生各種心態問題,進而影響學習成效。針對各個階段面臨到的心態問題,研究者也依據行動經驗提出相對應的建議調適方式,藉由直覺的力量、適度鬆開對自我的控制,幫助跨領域自學者克服學習時的各種心態阻礙。
The advent of the digital era has transformed the traditional ways of learning and added a variety of convenient, rich and high-quality online learning resources. As a result, more and more people are using online courses as a way to gain knowledge and skills for self-growth, or for development of expertise in new areas. However, even if the course has been carefully designed by a professional team, there is still a problem of low completion rate.
In view of this, this research uses action research method to explore the experience of web-design learning through online courses, and find that at different stages of the learning process, the learner`s past learning experience and life habits would produce various mentality problems, which would affect the learning outcome. In response to the mentality problems faced at each stage, the researcher proposes corresponding strategies for better learning experience. By means of moderately adapting to their inner desires, cross-discipline self-learners would overcome various mental barriers during learning process.
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描述 碩士
國立政治大學
數位內容碩士學位學程
1044620061
資料來源 http://thesis.lib.nccu.edu.tw/record/#G1044620061
資料類型 thesis
dc.contributor.advisor 林玲遠<br>李蔡彥zh_TW
dc.contributor.advisor Lin, Ling-Yuan<br>li, Tsai-Yenen_US
dc.contributor.author (Authors) 黎映君zh_TW
dc.contributor.author (Authors) Li, Ying-Chunen_US
dc.creator (作者) 黎映君zh_TW
dc.creator (作者) Li, Ying-Chunen_US
dc.date (日期) 2018en_US
dc.date.accessioned 3-Sep-2018 16:01:12 (UTC+8)-
dc.date.available 3-Sep-2018 16:01:12 (UTC+8)-
dc.date.issued (上傳時間) 3-Sep-2018 16:01:12 (UTC+8)-
dc.identifier (Other Identifiers) G1044620061en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/119963-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 數位內容碩士學位學程zh_TW
dc.description (描述) 1044620061zh_TW
dc.description.abstract (摘要) 數位時代的來臨,轉變了傳統的學習方式,也增添各種取得便利、豐富且優質的線上學習資源,因此有越來越多人利用線上課程,作為學習新知、自我成長的能力養成,亦或轉職前的其他領域專長培養。然而,即使課程已是由專業團隊精心設計,但學習情況仍有高註冊率、低完成率的問題。
有鑑於此,本研究透過行動研究方式,進行跨領域線上自學網頁前端設計,發現在學習歷程中的不同階段會因為學習者過去的學習經驗和生活習慣產生各種心態問題,進而影響學習成效。針對各個階段面臨到的心態問題,研究者也依據行動經驗提出相對應的建議調適方式,藉由直覺的力量、適度鬆開對自我的控制,幫助跨領域自學者克服學習時的各種心態阻礙。
zh_TW
dc.description.abstract (摘要) The advent of the digital era has transformed the traditional ways of learning and added a variety of convenient, rich and high-quality online learning resources. As a result, more and more people are using online courses as a way to gain knowledge and skills for self-growth, or for development of expertise in new areas. However, even if the course has been carefully designed by a professional team, there is still a problem of low completion rate.
In view of this, this research uses action research method to explore the experience of web-design learning through online courses, and find that at different stages of the learning process, the learner`s past learning experience and life habits would produce various mentality problems, which would affect the learning outcome. In response to the mentality problems faced at each stage, the researcher proposes corresponding strategies for better learning experience. By means of moderately adapting to their inner desires, cross-discipline self-learners would overcome various mental barriers during learning process.
en_US
dc.description.tableofcontents 第一章 緒論 1
第一節 研究動機 1
第二節 研究背景 5
數位時代的挑戰 5
MOOCs線上課程普及與待解之問題 7
第三節 研究目的與問題 11
研究目的 11
研究問題 12
第二章 文獻與脈絡分析 13
第一節 數位時代的學習問題 13
網路與學習的關係 13
生涯規劃 17
第二節 善用數位時代知識社群學習模式 20
內隱知識外顯化 20
網路共享與學習 22
第三章 前導探索 25
第四章 研究方法 29
第一節 行動研究法 29
以實務行動為研究取向 29
行動與反思 30
第二節 研究參與者 31
研究者 31
研究團隊 32
其他參與者 32
第三節 研究工具 33
第四節 資料處理與分析 34
第五節 研究流程 35
第六節 研究產出 36
第七節 研究範圍與限制 37
研究範圍 37
研究限制 37
第五章 研究結果與討論 38
第一節 以心態調整作為MOOCs自學策略之行動歷程說明 38
壹、第一階段行動:探索人生目標 38
貳、第二階段行動:MOOCs平台與課程選擇 40
參、第三階段行動:心態問題的發現與調整 43
第二節 跨領域自學歷程模式 56
跨領域自學歷程模式 57
第三節 探討跨領域自學歷程的心態問題與調適方式 59
以心態調整作為線上自學的關鍵策略 59
讓行動先於思考,具現化未知的想像 59
第六章 結論與建議 68
第一節 結論 68
第二節 建議 70
參考書目 72
附錄一:訪談逐字稿 79
附錄二:網路發表文章示例一 87
附錄三:網路發表文章示例二 97
附錄四:網路發表文章示例三 109
附錄五:⟨聊聊自己&他人的跨領域自學程式之路⟩ 117
附錄六:⟨自學心得分享-MOOCs平台與課程的選擇⟩ 124
附錄七:⟨面對寫作問題就好像面對人生問題⟩ 130
附錄八:⟨被分心禁錮的靈魂:你是否曾經飽受分心之苦?⟩ 138
附錄九:⟨原來注意力不集中也不是一件壞事?!⟩ 148
附錄十:⟨原來最好的思考方式是不要思考?!-小池龍之介 ⟪不思考的練習⟫⟩ 152
附錄十一:⟨給總是活在過去與未來的我⟩ 163
附錄十二:⟨上網、購物真的能讓你開心嗎?帶你一探慾望無限的秘密⟩ 166
附錄十三:⟨尋找屬於自己真正的快樂⟩ 172
附錄十四:⟨雪球速讀X MOOCs⟩ 176
附錄十五:⟨跨領域到底難在哪?-其實是心態問題⟩ 182
附錄十六、實際接案作品 189
附錄十七、研究者/研究團隊經營之粉絲團與部落格 194
zh_TW
dc.format.extent 71929443 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1044620061en_US
dc.subject (關鍵詞) 線上課程zh_TW
dc.subject (關鍵詞) 自學zh_TW
dc.subject (關鍵詞) 跨領域zh_TW
dc.subject (關鍵詞) 行動研究zh_TW
dc.subject (關鍵詞) 心態調適zh_TW
dc.subject (關鍵詞) MOOCsen_US
dc.subject (關鍵詞) Self-learningen_US
dc.subject (關鍵詞) Cross-disciplineen_US
dc.subject (關鍵詞) Action researchen_US
dc.subject (關鍵詞) Mindseten_US
dc.subject (關鍵詞) Self-regulationen_US
dc.title (題名) 從學習者角度探討跨領域線上自學時的心態議題:以MOOCs學習網頁前端設計為例zh_TW
dc.title (題名) An action of research on the issues of online self-learning that crosses disciplines : using MOOCs courses to learn front end web developmenten_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 一、中文部分
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何啟宏譯(2011)。《不思考的練習》。台北:究竟。(原書:小池龍之介[2011]. 考えない練習)
吳櫂銓(2011)。〈網路輿論平台與影響─以臉書互動現象為例〉,「2011年
臺灣社會學會年會」論文。臺灣,台北。
李芳齡譯(2017)。《心態致勝:全新成功心理學》。 台北:天下文化。
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dc.identifier.doi (DOI) 10.6814/THE.NCCU.DCT.009.2018.B02-