| dc.contributor | 圖資與檔案學刊 | |
| dc.creator (作者) | 陳志銘 | |
| dc.creator (作者) | Chen, Chih-Ming | |
| dc.date (日期) | 2023-12 | |
| dc.date.accessioned | 31-Jan-2024 09:28:43 (UTC+8) | - |
| dc.date.available | 31-Jan-2024 09:28:43 (UTC+8) | - |
| dc.date.issued (上傳時間) | 31-Jan-2024 09:28:43 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/149459 | - |
| dc.description.abstract (摘要) | 遠距教學限制了學習者與學習者之間面對面交流的次數，導致學習者之間互不熟悉、彼此疏離，同儕之間互助頻率偏低或甚至不互助，因此容易產生孤獨感，影響遠距教學成效甚巨。為了提升遠距教學合作意識降低學習孤獨感，本研究使用「網路合作式問題導向平臺」中「基於基因演算法之最佳化合作學習分組」，以及「小組激勵機制」，使得接受遠距授課學生能夠更有效的進行分組協作、更積極地進行小組互助。此外，亦使用「特殊討論區」快速且有效的掌握同儕的討論主題方式，促進課堂之間成員意見、觀點的交流。結果顯示本研究所提出之促進遠距教學成效模式，可有效降低遠距課程之孤獨感。此外，透過小組激勵機制，對於提升小組互助績效亦具有成效。最後，學習者對於此一學習模式感到滿意。 | |
| dc.description.abstract (摘要) | Compared with traditional face-to-face classroom teaching, the nature of distance learning restricts the number of face-to-face exchanges between learners and teachers, as well as between learners and learners, which reduces the emotional and learning connection between learners, and results in a lesser degree of familiarity between learners and their peers than that of the physical classroom. Under this circumstance, learners are not familiar with each other and are alienated from each other, so the effectiveness of group mutual aid or collaboration in the distance learning classroom is greatly reduced, and the frequency of peer-to-peer mutual aid is low or even non-existent, which affects the effectiveness of distance learning greatly. This is because distance learning is prone to loneliness, and the interaction between learners is too low. Therefore, this study used the optimized collaborative learning grouping based on a genetic algorithm and the group incentive mechanism in the web-based collaborative problem-based learning system to enable distance learning students to collaborate more effectively in groups and support each other more actively. In addition, using special discussion boards in the Moodle learning platform allows students to quickly and effectively grasp the discussion topics of their peers during asynchronous online discussions thus facilitating the exchange of ideas and viewpoints among classroom members. The results show that the proposed distance learning model effectively reduces the sense of isolation in distance learning courses. In addition, the group incentive mechanism to assist collaborative problem-based learning also effectively enhanced the performance of group mutual support. Finally, the learners were satisfied with this learning model. | |
| dc.format.extent | 1381892 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | 圖資與檔案學刊, 103, 1-37 | |
| dc.subject (關鍵詞) | 遠距教學; 學習孤獨感; 合作學習; 非同步討論; 問題導向學習; 激勵機制 | |
| dc.subject (關鍵詞) | Distance learning; Learning loneliness; Collaborative learning; Asynchronous discussion; Problem-based learning; Incentive mechanisms | |
| dc.title (題名) | Moodle數位學習平臺之討論即時分析機制與合作問題導向學習平臺之小組激勵機制促進遠距教學學習成效 | |
| dc.title (題名) | Discussion and Instant Analysis Mechanism of Moodle E-learning Platform and Group Incentive Mechanism of Collaborative Problem-based Learning Platform to Promote Learning Effectiveness in Distance Learning | |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.6575/JILA.202312_(103).0001 | |
| dc.doi.uri (DOI) | https://doi.org/10.6575/JILA.202312_(103).0001 | |
