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題名 磨課師的教育模式創新：談現況與未來
Innovation in Education Models: MOOCs and its now and future作者 鄒易勳
Tsou, Yi Hsun貢獻者 宋皇志
Sung, Huang Chih
鄒易勳
Tsou, Yi Hsun關鍵詞 大規模開放式線上課程
創新教育模式
網路學習
著作權
MOOCs
Innovation in education models
Internet Learning
Copyright日期 2016 上傳時間 1-Mar-2016 10:57:22 (UTC+8) 摘要 2012年初，以分享高等教育資源為目標，大規模開放式線上課程（Massive Open Online Courses，MOOCs）於北美發跡。相較於過去的遠距教學，MOOCs能夠擁有龐大的修課學生數量，使得教師能夠藉由網路傳遞與分享知識予更多的學生，同時能夠掌握學生的學習狀況，並與學生互動，再加上受到Coursera、Udacity與edX的快速推廣，因此使得世界各國的學校與教師紛紛投入MOOCs的開發。 我國教育部磨課師課程推動計畫始於2014年初，許多大專院校開始建立屬於自己的MOOCs平台，使用MOOCs授課的教師、修課的學生數量也相形增加。然而，臺灣MOOCs在發展的過程遇到以下瓶頸，例如：學生學習效果無法彰顯、平台經營資源短缺、教師參與度低落與著作權使用爭議等狀況，使得教師不願意投入製作課程，也無法有效鼓勵學生參與課程，因而使平台落入經營的困境。 為探討MOOCs的創新教育模式與了解MOOCs目前所遭遇之瓶頸，以及其是如何提升教學效果，本研究先以文獻探討學習理論與網路學習之關係及發展，並以開設MOOCs的教師、修習MOOCs的學生與課程助教、經營MOOCs平台的人員為訪談對象，使用半結構訪談方法，嘗試了解前述困難的現況與目前已存的應對措施，並以MOOCs的創新教育模式、對教學效果的助益及MOOCs平台長期經營模式為主要探討之研究問題。 研究發現，MOOCs不僅是創新的教育模式，更是提供教師分享知識與學生學習知識的機會，以及提升傳統遠距教學不易進行的師生互動。教師因MOOCs能精進教學技巧與開發數位教材，同時讓學校擁有爭取在教育界的知名度新管道，藉以擴展潛在學生。我國智慧財產局更啟動著作權法修正草案，包含針對網路教學的合理使用與著作授權相關規範，基於鼓勵教育的立場進行修改，讓教師與學校投入開發MOOCs教材製作之時，能擁有較高的自由程度。 本研究建議，MOOCs平台或許能採用公益公司的角色定位為長期經營的考量，在教育市場中的定位能夠獨立於一般營利公司之外，在社會中的品牌印象更能確立在創立知識分享工具與管道，讓更多教育資源能夠被分享。
In the early 2012, Massive Open Online Courses, MOOCs, were thrived in the aim of sharing the education resources in high level education in the North America. When being compared to the traditional distance learning, MOOCs could be larger amount of students, and could let teachers share knowledge and their professions to more students. As an innovation in education model, MOOCs also has given a way for teachers and schools to monitor the learning status of students, and to interact with students online during the progress of courses. Under the promotion of the top three platforms, Coursera, Udacity and edX, schools and teachers around the world are involved in the development of MOOCs. The program of MOOCs financial subsidy, which was held by the Ministry of Education, was launched in early 2014. Many schools and universities in Taiwan started establishing their own platform of MOOCs, while the amount of teachers and students using MOOCs raised as well. However, the educators met some bottlenecks in the development of MOOCs, such as unapparent positive effect on student, low participant rate from teachers, lack of resources to run the MOOCs platform, and the issues of copyrights in courses materials. Therefore, these issues made some teachers choose not to involve in MOOCs, and some students have less passion to MOOCs, letting the platforms hard to be maintained. To understand the innovation of MOOCs, the bottlenecks, and the way that MOOCs boost the effectiveness in teaching, I did the paper reading to figure out the relations between learning theory and the internet learning, and the developments of them. I chose the teachers, the students and the workers in MOOCs as the respondents, and I used the semi-structured interview to collect the information of past and now of MOOCs. At last, I set the innovation in education model, the effects on education from MOOCs, and the long-term operating model as my main issues in my research. Based on my research, I realized that MOOCs not only is an innovation in education models, but also provides chances for teacher to share and students to learn knowledges. MOOCs also provide tools and channels that increase the frequency of interactions between teachers and students online. Teachers can skill up their teaching skills and produce digital materials of courses through the production of MOOCs. Universities would have new channel to promote itself to potential students and to establish the images in the education professionals. Moreover, Taiwan Intellectual Property Office had launch the Copyright Act modification process, which includes the modification of reasonable scope for the purpose of pedagogical uses based on the encouragement of internet education. It shall let the teachers and schools have more freedom on producing the material of online courses. Last, MOOCs platforms may have another role called Public Benefit Corporation, which is similar to the social entrepreneurship, for the long-term operation. When being a Public Benefit Corporation, platforms can be different from Private Benefit Corporation. MOOCs can create more specific image as tools and channels of sharing knowledge, which aim to share the high level education resources outside the walls.參考文獻 中文參考資料 (依作者首字筆畫排序)書籍[1] Barnett Berry & the TeacherSolutions 2030 Team著，李弘善譯，《未來教育-2030年教師備忘錄》，遠流出版，民102。[2] 沈中偉，《科技與學習之理論與實務第二版》，心理出版社，民94。[3] 陳柏璋、劉明洲、劉子健、莊益瑞，〈「九年一貫」與「夫子學院」〉，《啟動學習革命》，頁133，陳德懷、林玉珮編，遠流出版社，民91。[4] 陳德懷，〈學習科技與資訊科技的人文主義〉，《啟動學習革命》，陳德懷、林玉珮編，遠流出版社，民91。[5] 陳威如，余卓軒，《平台革命》，商周文化出版，民92。[6] 劉兆漢，〈從網路學習到網路社會〉，《啟動學習革命》，陳德懷、林玉珮編，遠流出版社，民91。學位論文[7] 余佳恩，開放教育資源之理論與實踐，國立政治大學智慧財產研究所碩士論文，民102。[8] 陳呈容，同步式遠距教學實務之應用研究-以仁和國小遠距教學活動為例，國立雲林科技大學設計運算研究所碩士論文，民102。[9] 莊孟翰，大規模網路開放式課程：本地化發展議題研究，國立成功大學工程管理碩士在職專班碩士論文，民103。[10] 謝惠雯，開放式課程教材之著作權問題研究，國立臺灣師範大學圖書資訊學研究所碩士論文，民99。[11] 蔡振昆，傳統教學與網路教學之比較研究-從教學媒體、班級經營及教學評量來探討，國立中山大學資訊管理研究所碩士在職專班碩士學位論文，民90。期刊與研討會論文[12] 李咏吟，教師在職進修電腦網路教學知能的迫切性與對策，中等教育，第50卷，第3期，民88。[13] 沈中偉，魏考斯基理論在認知策略上的應用，教學科技與媒體，第13期，頁23-31，民83。[14] 何榮桂，大規模網路開放課程（MOOCs）的崛起與發展，台灣教育，第686期，民103。[15] 何榮桂，大規模網路開放課程的崛起與發展，台灣教育，頁2至8，民103年08月。[16] 周映璇，鍾昌宏老師：翻轉讓課堂更活潑有趣，親子天下，民103年10月。網址：http://www.parenting.com.tw/article/5061780。[17] 陳誠文，淺談新教學型態「網路學習」，生活科技教育，第34卷，第4期，民100。[18] 莊淇銘，從知識管理探討「學習分享」與「分享學習」，T&D飛訊，第104期，民99。[19] 葉士昇、沈中偉，網路教學在小學的應用策略與思考。資訊素養與終身學習社會國際研討會：資訊素養與各級教育教學之融合，台中市：逢甲大學，民90。[20] 劉怡甫，與全球十萬人作同學：談MOOC現況及其發展，評鑑雙月刊，第42期，民102年03月。[21] 劉怡甫，從anti-MOOC風潮談MOOCs轉型與SPOC擅場，評鑑雙月刊，第48期，民103年03月。網際網路[22] 社團法人台灣開放式課程聯盟，常見問答，http://www.tocwc.org.tw/portal_e3_cnt.php?button_num=e3&folder_id=1。（最後瀏覽日：2015年10月31日）[23] 無作者，保護文學及藝術著作之伯恩公約1979年巴黎修正案，取自：經濟部智慧財產局，https://www.tipo.gov.tw/ct.asp?xItem=207127&ctNode=6782&mp=1。（最後瀏覽日：2015年12月10日）[24] 教育部，大學遠距教學實施辦法，主管機關法規查詢系統，2015年10月15日，http://edu.law.moe.gov.tw/LawContentDetails.aspx?id=FL040400&KeyWordHL=&StyleType=1。[25] 著作權合理使用指導原則，磨課師智慧財產權諮詢平臺，2014年04月25日。http://ipr.taiwanmooc.org/。[26] 數位典藏與數位學習國家型科技計畫，計畫緣起。http://teldap.tw/Introduction/introduction.html。（最後瀏覽日：2015年10月20日）[27] 磨課師課程智慧財產權準則，磨課師智慧財產權諮詢平臺，2015年07月08日。http://ipr.taiwanmooc.org/。其他來源[28] 李珣瑛，跨校修大學通識 選擇更多，聯合影音新聞網，2015年09月02日。網址：https://video.udn.com/news/364996。[29] 林上祚，台達電大手筆 開發網路開放課程，聯合新聞網，2015年01月03日。網址：http://udn.com/news/story/6901/618719。[30] 教育部，《教育部辦理補助磨課師課程推動計畫徵件須知》，2014年01月15日發布，2015年01月22日修正。[31] 黃能富，MOOCs+SPOCs大規模跨校合作課程推廣，磨課師105年度課程徵件說明暨課程應用模式研討會，教育部磨課師分項計畫辦公室主辦，地點：國立台北商業大學，日期：2015年12月10日。[32] 黃朝曦，虛實整合的教育，10301主題式工作坊：SPOC課程的教學設計與執行，國立政治大學教學發展中心數位學習組承辦，2014年12月04日。[33] 單維彰教授，《微積分拾級》兩種應用方式分享，磨課師105年度課程徵件說明會暨課程應用模式研討會，教育部磨課師分項計畫辦公室主辦，地點：國立台北商業大學，日期：2015年12月10日。外文參考資料 (依作者名首字字母順序排序)[1] Anna H. HASHMI, San Jose State Professors Criticize edX as ‘Social Injustice’. The Harvard Crimson, 2013.MAY.03. http://www.thecrimson.com/article/2013/5/3/san-jose-state-edx/?page=single.[2] Armando Fox, From MOOCs to SPOCs, Communication of the ACM, 2013, 58, pp38-40.[3] Brown J.S., Collins A., Duguid P., Situated Cognition and the Culture of Learning, Education Researcher, 1989, 18, pp32-42.[4] Commonwealth of Learning, Open Educational Resources (OER), http://oldwebsite.col.org/resources/crsMaterials/Pages/OCW-OER.aspx ( last visited OCT. 28, 2015)[5] Connectivism: A Learning Theory for the Digital Age, elearnspace. http://www.elearnspace.org/Articles/connectivism.htm. (last visited NOV. 16, 2015)[6] Creative Commons, licenses. www.creativecommons.org/licenses (last visited NOV. 23, 2015)[7] David S. Evans, Platform Economics: Essay on Multi-sided Business, page vi, Competition Policy International, 2011.[8] Drucker, P. F. The Landmarks of Tomorrow New York: Harper and Row. 1959.[9] Erin Carson, How MOOCs are flattering corporate training and education? TechRepublic, 2014.JUN.20. http://www.techrepublic.com/article/how-moocs-are-flattening-corporate-training-and-education/.[10] Felix Salmon, Udacity’s Model, Reuters, 2012.JAN.31. http://blogs.reuters.com/felix-salmon/2012/01/31/udacitys-model/.[11] J. Rochet and J. Tirole, Platform Competition in Two-sided Markets, Journal of the European Economic Association, 2003, 1, 990-1029.[12] Katy Jordan, MOOC Completion Rates: The Data. http://www.katyjordan.com/MOOCproject.html. Latest updated on 2015.JUN.12. (last visited NOV. 21, 2015)[13] Khan Academy, About, https://www.khanacademy.org/about. (last visited NOV. 3, 2015) [14] Laura Pappano, The Year of the MOOC, New York Times, 2012.NOV.02. http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?_r=0. [15] Monthly Reports, MITOpenCourseWare, http://ocw.mit.edu/about/site-statistics/monthly-reports/. (last visited NOV. 2, 2015)[16] Nwachukwu Prince Ololube, Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies 1st ed, IGI Global, page 283, 2015.JUL.17. Source: Google Books.[17] OECD, Open Educational Resources-Conceptual Issues, Giving Knowledge for Free: The Emergence of Open Education Resources, 2007, page38.[18] OER Commons, What are OER?, https://www.oercommons.org/about. (last visited OCT. 29, 2015) [19] Philip G. Schrag, MOOCs and Legal Eucation: Valuable Innovation or Looming Disaster? Villanova Law Review, 2014, 59, pp83-134.[20] Robert McGuire, The Best MOOC Provider: A Review of Coursera, Udacity and edX. Skilled up-Business and Management, posted on-line on 2014.JUN.19. http://www.skilledup.com/articles/the-best-mooc-provider-a-review-of-coursera-udacity-and-edx.[21] Robyn M. Gillies, The effects of cooperative learning on junior high school students during small group learning, Learning and Instruction, 2004, 14, pp197-213.[22] Seth Chaiklin, The zone of proximal development in Vygotsky’s analysis of learning and instruction, Vygotsky’s Educational Theory in Cutural Context, 2003, pp39-64[23] Stephen Colbran and Anthony Gilding, MOOCs and the Rise of Online Legal Education, Journal of Legal Education, 2014, 63, pp405-428.[24] Teachers pay teachers, About us, 2015. https://www.teacherspayteachers.com/About-Us (last visited DEC. 5, 2015)[25] The Willliam and Flora Hewlett Foundation, Open Educational Resources, http://www.hewlett.org/programs/education/open-educational-resources(last visited OCT. 28, 2015)[26] UNESCO, What are Open Educational Resources (OERs)? http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers/. (last visited OCT. 28, 2015) [27] UNESCO, Introduction to MOOCs: Avalanche, Illusion or Augmentation? 2013. JUL.[28] Universities UUK, Massive Open Online Courses: Higher education’s digital moment? 2013. MAY.[29] Winnie Hu, Selling Lessons Online Raises Cash and Questions, New York Times, NOV. 15, 2009. http://www.nytimes.com/2009/11/15/education/15plans.html?r=0. 描述 碩士
國立政治大學
科技管理與智慧財產研究所
102364122資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102364122 資料類型 thesis dc.contributor.advisor 宋皇志 zh_TW dc.contributor.advisor Sung, Huang Chih en_US dc.contributor.author (Authors) 鄒易勳 zh_TW dc.contributor.author (Authors) Tsou, Yi Hsun en_US dc.creator (作者) 鄒易勳 zh_TW dc.creator (作者) Tsou, Yi Hsun en_US dc.date (日期) 2016 en_US dc.date.accessioned 1-Mar-2016 10:57:22 (UTC+8) - dc.date.available 1-Mar-2016 10:57:22 (UTC+8) - dc.date.issued (上傳時間) 1-Mar-2016 10:57:22 (UTC+8) - dc.identifier (Other Identifiers) G0102364122 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/81608 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 科技管理與智慧財產研究所 zh_TW dc.description (描述) 102364122 zh_TW dc.description.abstract (摘要) 2012年初，以分享高等教育資源為目標，大規模開放式線上課程（Massive Open Online Courses，MOOCs）於北美發跡。相較於過去的遠距教學，MOOCs能夠擁有龐大的修課學生數量，使得教師能夠藉由網路傳遞與分享知識予更多的學生，同時能夠掌握學生的學習狀況，並與學生互動，再加上受到Coursera、Udacity與edX的快速推廣，因此使得世界各國的學校與教師紛紛投入MOOCs的開發。 我國教育部磨課師課程推動計畫始於2014年初，許多大專院校開始建立屬於自己的MOOCs平台，使用MOOCs授課的教師、修課的學生數量也相形增加。然而，臺灣MOOCs在發展的過程遇到以下瓶頸，例如：學生學習效果無法彰顯、平台經營資源短缺、教師參與度低落與著作權使用爭議等狀況，使得教師不願意投入製作課程，也無法有效鼓勵學生參與課程，因而使平台落入經營的困境。 為探討MOOCs的創新教育模式與了解MOOCs目前所遭遇之瓶頸，以及其是如何提升教學效果，本研究先以文獻探討學習理論與網路學習之關係及發展，並以開設MOOCs的教師、修習MOOCs的學生與課程助教、經營MOOCs平台的人員為訪談對象，使用半結構訪談方法，嘗試了解前述困難的現況與目前已存的應對措施，並以MOOCs的創新教育模式、對教學效果的助益及MOOCs平台長期經營模式為主要探討之研究問題。 研究發現，MOOCs不僅是創新的教育模式，更是提供教師分享知識與學生學習知識的機會，以及提升傳統遠距教學不易進行的師生互動。教師因MOOCs能精進教學技巧與開發數位教材，同時讓學校擁有爭取在教育界的知名度新管道，藉以擴展潛在學生。我國智慧財產局更啟動著作權法修正草案，包含針對網路教學的合理使用與著作授權相關規範，基於鼓勵教育的立場進行修改，讓教師與學校投入開發MOOCs教材製作之時，能擁有較高的自由程度。 本研究建議，MOOCs平台或許能採用公益公司的角色定位為長期經營的考量，在教育市場中的定位能夠獨立於一般營利公司之外，在社會中的品牌印象更能確立在創立知識分享工具與管道，讓更多教育資源能夠被分享。 zh_TW dc.description.abstract (摘要) In the early 2012, Massive Open Online Courses, MOOCs, were thrived in the aim of sharing the education resources in high level education in the North America. When being compared to the traditional distance learning, MOOCs could be larger amount of students, and could let teachers share knowledge and their professions to more students. As an innovation in education model, MOOCs also has given a way for teachers and schools to monitor the learning status of students, and to interact with students online during the progress of courses. Under the promotion of the top three platforms, Coursera, Udacity and edX, schools and teachers around the world are involved in the development of MOOCs. The program of MOOCs financial subsidy, which was held by the Ministry of Education, was launched in early 2014. Many schools and universities in Taiwan started establishing their own platform of MOOCs, while the amount of teachers and students using MOOCs raised as well. However, the educators met some bottlenecks in the development of MOOCs, such as unapparent positive effect on student, low participant rate from teachers, lack of resources to run the MOOCs platform, and the issues of copyrights in courses materials. Therefore, these issues made some teachers choose not to involve in MOOCs, and some students have less passion to MOOCs, letting the platforms hard to be maintained. To understand the innovation of MOOCs, the bottlenecks, and the way that MOOCs boost the effectiveness in teaching, I did the paper reading to figure out the relations between learning theory and the internet learning, and the developments of them. I chose the teachers, the students and the workers in MOOCs as the respondents, and I used the semi-structured interview to collect the information of past and now of MOOCs. At last, I set the innovation in education model, the effects on education from MOOCs, and the long-term operating model as my main issues in my research. Based on my research, I realized that MOOCs not only is an innovation in education models, but also provides chances for teacher to share and students to learn knowledges. MOOCs also provide tools and channels that increase the frequency of interactions between teachers and students online. Teachers can skill up their teaching skills and produce digital materials of courses through the production of MOOCs. Universities would have new channel to promote itself to potential students and to establish the images in the education professionals. Moreover, Taiwan Intellectual Property Office had launch the Copyright Act modification process, which includes the modification of reasonable scope for the purpose of pedagogical uses based on the encouragement of internet education. It shall let the teachers and schools have more freedom on producing the material of online courses. Last, MOOCs platforms may have another role called Public Benefit Corporation, which is similar to the social entrepreneurship, for the long-term operation. When being a Public Benefit Corporation, platforms can be different from Private Benefit Corporation. MOOCs can create more specific image as tools and channels of sharing knowledge, which aim to share the high level education resources outside the walls. en_US dc.description.tableofcontents 摘要 IAbstract II目錄 IV第一章 緒論 1第一節 研究背景 1第二節 研究動機與研究問題 2第二章 文獻探討 4第一節 教育與學習 4第二節 知識分享與知識平台 17第三節 大規模開放線上課程 24第四節 章節結論 49第三章 研究設計 51第一節 研究方法 51第二節 研究流程 52第三節 資料蒐集與整理 53第四節 研究訪談對象選擇 54第五節 訪談題綱架構 56第六節 研究限制 56第四章 研究發現與討論 59第一節 受訪平台背景介紹 59第二節 訪談結果 66第三節 研究討論 91第四節 章節結論 100第五章 結論與未來 102參考資料 106 zh_TW dc.format.extent 8437359 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102364122 en_US dc.subject (關鍵詞) 大規模開放式線上課程 zh_TW dc.subject (關鍵詞) 創新教育模式 zh_TW dc.subject (關鍵詞) 網路學習 zh_TW dc.subject (關鍵詞) 著作權 zh_TW dc.subject (關鍵詞) MOOCs en_US dc.subject (關鍵詞) Innovation in education models en_US dc.subject (關鍵詞) Internet Learning en_US dc.subject (關鍵詞) Copyright en_US dc.title (題名) 磨課師的教育模式創新：談現況與未來 zh_TW dc.title (題名) Innovation in Education Models: MOOCs and its now and future en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文參考資料 (依作者首字筆畫排序)書籍[1] Barnett Berry & the TeacherSolutions 2030 Team著，李弘善譯，《未來教育-2030年教師備忘錄》，遠流出版，民102。[2] 沈中偉，《科技與學習之理論與實務第二版》，心理出版社，民94。[3] 陳柏璋、劉明洲、劉子健、莊益瑞，〈「九年一貫」與「夫子學院」〉，《啟動學習革命》，頁133，陳德懷、林玉珮編，遠流出版社，民91。[4] 陳德懷，〈學習科技與資訊科技的人文主義〉，《啟動學習革命》，陳德懷、林玉珮編，遠流出版社，民91。[5] 陳威如，余卓軒，《平台革命》，商周文化出版，民92。[6] 劉兆漢，〈從網路學習到網路社會〉，《啟動學習革命》，陳德懷、林玉珮編，遠流出版社，民91。學位論文[7] 余佳恩，開放教育資源之理論與實踐，國立政治大學智慧財產研究所碩士論文，民102。[8] 陳呈容，同步式遠距教學實務之應用研究-以仁和國小遠距教學活動為例，國立雲林科技大學設計運算研究所碩士論文，民102。[9] 莊孟翰，大規模網路開放式課程：本地化發展議題研究，國立成功大學工程管理碩士在職專班碩士論文，民103。[10] 謝惠雯，開放式課程教材之著作權問題研究，國立臺灣師範大學圖書資訊學研究所碩士論文，民99。[11] 蔡振昆，傳統教學與網路教學之比較研究-從教學媒體、班級經營及教學評量來探討，國立中山大學資訊管理研究所碩士在職專班碩士學位論文，民90。期刊與研討會論文[12] 李咏吟，教師在職進修電腦網路教學知能的迫切性與對策，中等教育，第50卷，第3期，民88。[13] 沈中偉，魏考斯基理論在認知策略上的應用，教學科技與媒體，第13期，頁23-31，民83。[14] 何榮桂，大規模網路開放課程（MOOCs）的崛起與發展，台灣教育，第686期，民103。[15] 何榮桂，大規模網路開放課程的崛起與發展，台灣教育，頁2至8，民103年08月。[16] 周映璇，鍾昌宏老師：翻轉讓課堂更活潑有趣，親子天下，民103年10月。網址：http://www.parenting.com.tw/article/5061780。[17] 陳誠文，淺談新教學型態「網路學習」，生活科技教育，第34卷，第4期，民100。[18] 莊淇銘，從知識管理探討「學習分享」與「分享學習」，T&D飛訊，第104期，民99。[19] 葉士昇、沈中偉，網路教學在小學的應用策略與思考。資訊素養與終身學習社會國際研討會：資訊素養與各級教育教學之融合，台中市：逢甲大學，民90。[20] 劉怡甫，與全球十萬人作同學：談MOOC現況及其發展，評鑑雙月刊，第42期，民102年03月。[21] 劉怡甫，從anti-MOOC風潮談MOOCs轉型與SPOC擅場，評鑑雙月刊，第48期，民103年03月。網際網路[22] 社團法人台灣開放式課程聯盟，常見問答，http://www.tocwc.org.tw/portal_e3_cnt.php?button_num=e3&folder_id=1。（最後瀏覽日：2015年10月31日）[23] 無作者，保護文學及藝術著作之伯恩公約1979年巴黎修正案，取自：經濟部智慧財產局，https://www.tipo.gov.tw/ct.asp?xItem=207127&ctNode=6782&mp=1。（最後瀏覽日：2015年12月10日）[24] 教育部，大學遠距教學實施辦法，主管機關法規查詢系統，2015年10月15日，http://edu.law.moe.gov.tw/LawContentDetails.aspx?id=FL040400&KeyWordHL=&StyleType=1。[25] 著作權合理使用指導原則，磨課師智慧財產權諮詢平臺，2014年04月25日。http://ipr.taiwanmooc.org/。[26] 數位典藏與數位學習國家型科技計畫，計畫緣起。http://teldap.tw/Introduction/introduction.html。（最後瀏覽日：2015年10月20日）[27] 磨課師課程智慧財產權準則，磨課師智慧財產權諮詢平臺，2015年07月08日。http://ipr.taiwanmooc.org/。其他來源[28] 李珣瑛，跨校修大學通識 選擇更多，聯合影音新聞網，2015年09月02日。網址：https://video.udn.com/news/364996。[29] 林上祚，台達電大手筆 開發網路開放課程，聯合新聞網，2015年01月03日。網址：http://udn.com/news/story/6901/618719。[30] 教育部，《教育部辦理補助磨課師課程推動計畫徵件須知》，2014年01月15日發布，2015年01月22日修正。[31] 黃能富，MOOCs+SPOCs大規模跨校合作課程推廣，磨課師105年度課程徵件說明暨課程應用模式研討會，教育部磨課師分項計畫辦公室主辦，地點：國立台北商業大學，日期：2015年12月10日。[32] 黃朝曦，虛實整合的教育，10301主題式工作坊：SPOC課程的教學設計與執行，國立政治大學教學發展中心數位學習組承辦，2014年12月04日。[33] 單維彰教授，《微積分拾級》兩種應用方式分享，磨課師105年度課程徵件說明會暨課程應用模式研討會，教育部磨課師分項計畫辦公室主辦，地點：國立台北商業大學，日期：2015年12月10日。外文參考資料 (依作者名首字字母順序排序)[1] Anna H. 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