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來源資料
頁籤選單縮合
題 名 | 臺灣數位學習的成效與研究:2000~2011年間國內外研究文獻的回顧與綜整=The Effectiveness and Studies of E-learning in Taiwan: A Review and Synthesis of 2000~2011 Research Literature |
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作 者 | 方瑀紳; 李隆盛; | 書刊名 | 教育資料與圖書館學 |
卷 期 | 51:特刊 2014[民103] |
頁 次 | 頁27-56 |
分類號 | 023.87 |
關鍵詞 | 回顧與綜整; 後設分析; 準實驗設計; 數位學習; 資訊科技; Review and synthesis; Meta-analysis; Quasi-experimental design; E-learning; Information technology; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究採用「整合多種領域,著重同一研究方法」的文獻回顧與綜整法,針對2000-2011年間國內外三個主要學術電子資料庫,所收錄臺灣數位學習準實驗研究的期刊和學位論文86篇進行分析。結果發現此期間臺灣數位學習準實驗研究及其所驗證的成效:⑴教學領域或學科著重在形式科學的課程;⑵主要出自師資培育大學校院;⑶對象依使用頻率由高而低為國小、國中、高中/高職學生;⑷實驗教學時數以101-300分鐘為最常見;⑸最受關注課題為動機、學習環境,和科技應用能力;⑹學習成效朝向學習和科技兩個不同切入點論述;⑺教學理論著重在Piaget和Vygotsky的認知建構觀;以及⑻教學成效探究由高而低依序著重在認知、情意、技能領域。 |
英文摘要 | The purpose of this study was to review and synthesize the research literature on e-learning in Taiwan. In total, 86 journal articles and theses/dissertations, which quasi-experimental research methods were utilized in and included in three major domestic and international electronic databases between the years 2000-2011, were selected for review and synthesis. The purest synthesis method of synthesizing multiple areas with single method was employed to investigate the research literature. It is found that the quasi-experimental research studies and the effectiveness of e-learning in 2000-2011 in Taiwan are as follows: (1) Learning areas or subjects focus on formal sciences; (2) The researches are mainly done in the university/colleges primarily preparing school teachers; (3) The main subjects in descending order of frequency selected by studies are elementary school students, junior high school students, and senior/vocational high school students; (4) The most experimental teaching durations are between 101 and 300 minutes; (5) Motivation, learning environment, and technological capability are the three issues mostly concerned about; (6) Learning effectiveness are mainly argued from the two starting viewpoints, learning or technology; (7) Teaching theory focus on Piaget and Vygotsky perspectives of cognitive construction; and (8) The learning domains in descending order of instructional effectiveness investigation are cognitive, affective and psychomotor domains. |
本系統中英文摘要資訊取自各篇刊載內容。