| dc.creator (作者) | 楊亨利;尤松文 | zh_TW |
| dc.creator (作者) | Yang,Heng-Li ;Yu,Sung-Wen | - |
| dc.date (日期) | 2005-10 | en_US |
| dc.date.accessioned | 17-Jan-2009 16:11:08 (UTC+8) | - |
| dc.date.available | 17-Jan-2009 16:11:08 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Jan-2009 16:11:08 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/27107 | - |
| dc.description.abstract (摘要) | 非同步線上討論機制是遠距教學系統中最重要的功能之一，它提供學生彼此與師生之間一個課堂外聯繫及討論的管道。在面對著重討論的資訊管理課程時，非同步線上討論機制的使用能讓討論的質與量均獲得有效的成長。但從教育的觀點來看，工具的使用並不能代表一切。本研究發現課程設計及老師的授課態度會讓學生表現出異於本身應有學習型態的學習狀況，轉而明顯傾向於群體合作學習。同時本研究發現這樣的改變完全來自於學生對於課程要求的釋意結果：從個人釋意到團體認同。本研究從學生的角色出發來分析學習的歷程，也發現學生的釋意結果充份的引導了他們的學習方法。 | - |
| dc.description.abstract (摘要) | The essence of MIS encourages discussion. Asynchronous forum is an important element of distanced education systems. It could provide an additional cyberspace of discussion after class, and help more discussions in quality and quantity. However, from the perspective of education, the usage of tools is just part of course activities. With the analysis of sense making, this research found that the major variables affecting learning effects of students are the teaching style and the course design of the teacher. No matter what learning styles, students would move to cooperative learning. Such changes came from their sense making of class environment: first individual sense making, then identification to group sense making. This research found that student’s sense making would guide his (her) learning process. | - |
| dc.format | application/pdf | en_US |
| dc.format.extent | 274146 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language | zh-TW | en_US |
| dc.language | en-US | en_US |
| dc.language.iso | en_US | - |
| dc.relation (關聯) | 資訊管理展望, 7(2), 21-29 | en_US |
| dc.subject (關鍵詞) | 非同步線上討論機制;釋意分析;學習歷程 | - |
| dc.title (題名) | 資訊管理課程中學生學習之釋意歷程--非同步線上討論機制的使用 | zh_TW |
| dc.type (資料類型) | article | en |
