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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.參考文獻 一、中文部分王年愷譯（2012）。《網路讓我們變笨？：數位科技正在改變我們的大腦、思考與閱讀行為》。台北：貓頭鷹。（原書：Nicholas Carr [2010]. The Shallows: What the Internet Is Doing to Our Brains. New York, NY: W. W. Norton & Company）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。（原書：Carol S. Dweck [2006]. Mindset：The New Psychology of Success. Publisher: Ballantine Books.）林玲遠、林品婕（2017）。〈行動研究於傳播內容設計實務之應用〉，「2017年中華傳播年會」論文。臺灣，台北。洪懿妍（2015年1月）。〈消失的上班族：未來你該面對的4個工作真相〉。《Cheers》。上網日期：2017年7月9日，取自http://www.cheers.com.tw/article/article.action?id=5063578&page=2胡琦君譯（2016）。《最有生產力的一年》。台北：天下文化。（原書：Chris Bailey [2016]. The Productivity Project: Accomplishing More by Managing Your Time, Attention, and Energy. 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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-Yen en_US dc.contributor.author (Authors) 黎映君 zh_TW dc.contributor.author (Authors) Li, Ying-Chun en_US dc.creator (作者) 黎映君 zh_TW dc.creator (作者) Li, Ying-Chun en_US dc.date (日期) 2018 en_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) G1044620061 en_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) 1044620061 zh_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 5MOOCs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/#G1044620061 en_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) MOOCs en_US dc.subject (關鍵詞) Self-learning en_US dc.subject (關鍵詞) Cross-discipline en_US dc.subject (關鍵詞) Action research en_US dc.subject (關鍵詞) Mindset en_US dc.subject (關鍵詞) Self-regulation en_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 development en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文部分王年愷譯（2012）。《網路讓我們變笨？：數位科技正在改變我們的大腦、思考與閱讀行為》。台北：貓頭鷹。（原書：Nicholas Carr [2010]. The Shallows: What the Internet Is Doing to Our Brains. New York, NY: W. W. Norton & Company）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。（原書：Carol S. Dweck [2006]. Mindset：The New Psychology of Success. Publisher: Ballantine Books.）林玲遠、林品婕（2017）。〈行動研究於傳播內容設計實務之應用〉，「2017年中華傳播年會」論文。臺灣，台北。洪懿妍（2015年1月）。〈消失的上班族：未來你該面對的4個工作真相〉。《Cheers》。上網日期：2017年7月9日，取自http://www.cheers.com.tw/article/article.action?id=5063578&page=2胡琦君譯（2016）。《最有生產力的一年》。台北：天下文化。（原書：Chris Bailey [2016]. The Productivity Project: Accomplishing More by Managing Your Time, Attention, and Energy. United States: Crown Business.）高淑清（2001）。〈在美華人留學生太太的生活世界：詮釋與反思〉，《本土心理學研究》，16：225-285。高淑清（2008）。《質性研究的18堂課：首航初探之旅》，高雄：麗文文化。陳信宏譯（2004）。《我愛身分地位》，台北：先覺。（原書：Alain de Botton [2004]. Status Anxiety. 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