| dc.coverage.temporal | 計畫年度：91 起迄日期：20020801～20030731 | en_US |
| dc.creator (作者) | 楊亨利 | zh_TW |
| dc.date (日期) | 2002 | en_US |
| dc.date.accessioned | 18-Apr-2007 16:40:11 (UTC+8) | en_US |
| dc.date.accessioned | 8-Sep-2008 16:36:06 (UTC+8) | - |
| dc.date.available | 18-Apr-2007 16:40:11 (UTC+8) | en_US |
| dc.date.available | 8-Sep-2008 16:36:06 (UTC+8) | - |
| dc.date.issued (上傳時間) | 18-Apr-2007 16:40:11 (UTC+8) | en_US |
| dc.identifier (Other Identifiers) | 912522S004003.pdf | en_US |
| dc.identifier.uri (URI) | http://tair.lib.ntu.edu.tw:8000/123456789/3978 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/3978 | - |
| dc.description (描述) | 核定金額：330400元 | en_US |
| dc.description.abstract (摘要) | 過去在傳統教學方式的基礎下，學生在課後往往必須另行約定時間才能進行課業討論，而與老師的互動就更顯得薄弱。若加入非同步線上討論機制的協助，讓學生於課前及課後有另一個可以延續討論的空間時，對學生來說，是否有相對增加其學習效果，值得探討。本研究一共進行了兩次，在研究工具上均以問卷為主，第一份研究採用統計分析方法，第二份研究則加入了釋意分析方法，藉以探討出量化資料無法表現的隱含效果。兩次的研究結果 指出，在非同步線上討論機制的協助下，學生學習效果的表現有漸入佳境的狀況。我們推測這樣的結果，主要來自學生在個人及群體學習上的互動，其互動表現隨著非同步線上討論系統的使用而增加，也使得學生的學習效果更好，然而這樣的表現卻與學生之間不同的學習型態無關。進一步利用釋意分析後發現影響學習效果變化的主要因素在於授課老師的教學風格與課程設計，連帶影響了不同教學環境建構的效果，使得原本研究構想中應產生影響效果的變數最後未發揮其影響力。也就是說由本研究可以發現，即使加入了非同步線上討論機制的輔助，課程的設計與老師授課方式更容易影響學生的學習狀況。 | - |
| dc.description.abstract (摘要) | This research explored the effects of complementing the traditional teaching approach with the mechanism of asynchronous forum system to provide students additional cyberspace of discussion after the class. There were a series of two studies. The first study mainly replied on statistical analysis. In the second study, we applied sense-making to analyze the phenomenon implication. The result indicated that the learning effect of students did become better. The effect might be owing to the interactions among students through the asynchronous discussions. The research also found that the student learning style did not affect their learning effects. With the analysis of sensemaking, this research concluded that the main factors on the learning effects were the teaching style and the course design of the teacher, which would affect the teaching environment. Even in the environment of providing forum assistance, the effects of course design and the teaching approach that the teacher adopted could be larger. | - |
| dc.format | applicaiton/pdf | en_US |
| dc.format.extent | bytes | en_US |
| dc.format.extent | 237732 bytes | en_US |
| dc.format.extent | 237732 bytes | - |
| dc.format.extent | 26682 bytes | - |
| dc.format.mimetype | application/pdf | en_US |
| dc.format.mimetype | application/pdf | en_US |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | text/plain | - |
| dc.language | zh-TW | en_US |
| dc.language.iso | zh-TW | en_US |
| dc.publisher (Publisher) | 臺北市：國立政治大學資訊管理學系 | en_US |
| dc.rights (Rights) | 行政院國家科學委員會 | en_US |
| dc.subject (關鍵詞) | 遠距教學;非同步線上討論;學習型態;論壇;釋意 | - |
| dc.subject (關鍵詞) | Distanced Education;Asynchronous Discussion;Learning Style;Forum;Sensemaking | - |
| dc.title (題名) | 高等教育如何運用資訊科技提升學習應用科學的創造力－子計畫(二):探討非同步線上討論機制輔助傳統教學的效果 | zh_TW |
| dc.title.alternative (其他題名) | The Effects of On-Line Asynchronous Discussion System Assisting Traditional Teaching | - |
| dc.type (資料類型) | report | en |
