A learning-to-chnage thesis of e-learning: A proposal for design-based research

題名	A learning-to-chnage thesis of e-learning: A proposal for design-based research
作者	李昌雄 Lee, Tsang-Hsiung
貢獻者	資管系
日期	2008-06
上傳時間	6-Oct-2010 11:40:56 (UTC+8)
摘要	Contemporary learning theories inform online teachers to (re)design the course to be more authentic, flexible, and most importantly, learner-centered. However, to have a real impact on the reality, still not much literature address how to implement these web-based pedagogies, and more importantly, why certain less-then-desired outcomes often observed in practice? A phenomenon we observed that unexpected emergence of systemic changes, or even transformation, seemed quite common at the level of a course. Among these changes, learning to change in BOTH teaching and learning to achieve high quality learning (we called it a learning-to-change thesis) is possibly one of the most critical, which lack of research in the present literature. This study explored some possibilities of conducting design-based research for this thesis in the future studies.
關聯	Journal of Human Resource and Adult Learning, 4(2), 154-160
資料類型	article

dc.contributor	資管系	en_US
dc.creator (作者)	李昌雄	zh_TW
dc.creator (作者)	Lee, Tsang-Hsiung	-
dc.date (日期)	2008-06	en_US
dc.date.accessioned	6-Oct-2010 11:40:56 (UTC+8)	-
dc.date.available	6-Oct-2010 11:40:56 (UTC+8)	-
dc.date.issued (上傳時間)	6-Oct-2010 11:40:56 (UTC+8)	-
dc.identifier.uri (URI)	http://nccur.lib.nccu.edu.tw/handle/140.119/46753	-
dc.description.abstract (摘要)	Contemporary learning theories inform online teachers to (re)design the course to be more authentic, flexible, and most importantly, learner-centered. However, to have a real impact on the reality, still not much literature address how to implement these web-based pedagogies, and more importantly, why certain less-then-desired outcomes often observed in practice? A phenomenon we observed that unexpected emergence of systemic changes, or even transformation, seemed quite common at the level of a course. Among these changes, learning to change in BOTH teaching and learning to achieve high quality learning (we called it a learning-to-change thesis) is possibly one of the most critical, which lack of research in the present literature. This study explored some possibilities of conducting design-based research for this thesis in the future studies.	-
dc.language.iso	en_US	-
dc.relation (關聯)	Journal of Human Resource and Adult Learning, 4(2), 154-160	en_US
dc.title (題名)	A learning-to-chnage thesis of e-learning: A proposal for design-based research	en_US
dc.type (資料類型)	article	en