頁籤選單縮合
題 名 | 情境營造應用於線上學習課程之現況研究--以國中課程為例=A Study of Situation Building and Applying on E-learning--Junior High School Program as Example |
---|---|
作 者 | 陳怡欣; 黃俊綸; | 書刊名 | 商業設計學報 |
卷 期 | 11 2007.11[民96.11] |
頁 次 | 頁220-240 |
分類號 | 521.58 |
關鍵詞 | 線上學習; 情境營造; 視覺圖像; E-learning; Situation building; Symbol; |
語 文 | 中文(Chinese) |
中文摘要 | 隨著電腦科技的進步、網際網路的問世及多媒體技術的發展,學習環境由已往的真實環境擴展到網路化的虛擬環境,已有愈來愈多的學習者,選擇透過網際網路來獲取知識。因此,在資訊倍增的今日,傳統的一元化教學模式及學習方法,已不足以因應未來多變的學習環境,線上學習(E-learning)之發展,已是不容忽視的趨勢。另一方面,網際網路的即時性與互動性,正提供了情境學習理論所主張,學習者自主探索以建構知識的環境;而多媒體特性的運用,則提供了學習者能在擬真實化情境中進行學習,這也正如情境學習理論所強調,於真實化情境中學習,將有助於學習者知識的獲取。此外,視覺化學習是人們學習及獲得知識的重要途徑與方法;而布魯納(Bruner)則認為,青少年已不像兒童般,必須依靠圖像的協助來獲取知識。因此,本研究將以「深度訪談」之方式進行研究,從視覺傳達設計的角度,探討視覺化情境(情境營造)應用於國中線上學習課程中之相關問題,及學習情境營造與學習成效之關係。研究結果歸納如下: (1)國中課程非全面性實施情境營造。 (2)學習情境之營造以課程(教學)內容為主要依據。 (3)學習情境之營造缺乏明確依循標準。 (4)學習情境具有共通性(重複使用性)。 (5)學習情境之營造有助於教學目的達成及提升學習成效。 (6)提出學習情境營造之困難點,及解決問題之建議。 |
英文摘要 | With the advancement of computer technology, the advent of the Internet, and the development of multimedia technology, the learning environment has extended from real-life settings into Internet-based virtual settings. More and more people are learning and acquiring knowledge via the Internet. As a result, traditional unvarying modes of teaching and learning have proved to be insufficient for the changeable future learning environments and development of e-learning is a trend that cannot be neglected. On the other hand, the immediacy and interactivity of the internet provide what the theory of situated learning suggests – an environment where learners can explore on their own to acquire knowledge. Besides, the characteristics of multimedia allow learners to learn in a virtual reality situation. As what is stressed in the theory of situated learning, a virtually real-life environment can help the acquisition of knowledge. Furthermore, visual learning is an important means by which people learn and acquire knowledge. According to Bruner, teenagers, unlike children, can learn without the aid of images. Methods, in-depth interviews, were used in this research. How visual situation (situation building) were applied to e-learning and how the building of learning situation impacted student outcomes were discussed from a perspective of visual communication design. Conclusions are made as follows: (1) Situation building had not implemented at a full scale in junior high school curriculum; (2) The building of learning situation was mainly based on curriculum contents or what was to be taught; (3) There was a lack of explicit standards for the building of learning situation; (4) There was commonness in learning situation--the characteristic of reuse; (5) Learning situation could help to achieve the goals of instruction and improve leaning outcomes; (6) Difficulties met in the building of learning situation and suggested solutions are brought up. |
本系統中英文摘要資訊取自各篇刊載內容。