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https://dyhuir.dyhu.edu.tw/ir/handle/987654321/358
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| Title: | 部落格融入專題導向學習的教學設計 |
| Authors: | 洪葦倉;孫秉良 |
| Keywords: | 部落格;專題導向學習;教學設計;學習風格;blog;project-based learning;instructional design;learning style |
| Date: | 2009/07
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| Issue Date: | 2011-09-05T05:39:06Z
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| Abstract: | 本文以ADDIE模式為基礎，進行部落格融入專題導向學習的教學設計。以北部某技術學院選修「數位生活實務」的二技四年級學生為研究對象，探討學習風格與學習滿意度、學習成效之間的關係。
研究發現半數以上學生滿意「部落格融入專題導向學習」的教學設計，而且不同學習風格學習者的滿意程度和學習成效，並無顯著差異，顯示「部落格融入專題導向學習」的教學設計，可以應用在不同學習風格的學習者。因此，應用部落格作為同儕相互激勵學習的平台，藉由專題聚焦學習並且提昇興趣的教學設計，成效令人滿意。
本研究以形成評鑑以及總結評鑑為基礎，對於部落格融入專題導向學習的教學設計的有關過程，提出以下建議：1.異質分組與衝突管理，2.學習動機的促發與維持，3.針對後設能力進行後續研究。
Based on ADDIE model, this article is a study on blog-supported project-based learning (BSPBL). The investigation is to find out the relationship between learning style and satisfaction, and learning effectiveness. The study is targeting on the senior students taking the digital life and practice course in a college located in North Taiwan.
The study achieves the following findings: more than half of the students are satisfied with the instructional design, both the degree of satisfaction and learning effectiveness is not different significantly to students with different learning styles, and the instructional design of the BSPBL can be applied to student with different learning styles. Therefore, it is pleasing and satisfied with the instructional design to use blog as a platform to stimulate the students, and project to promote the learning enthusiasm and learning focus orientation.
Furthermore, based on formative and summative evaluation, suggestions to the instructional design of BSPBL are proposed to following areas: heterogeneous grouping and conflict management, learning motivation stimulation and maintenance, continued research on the metacognition and creativity. |
| Relation: | 經國學報第二十七期:072-085 |
| Appears in Collections: | [Journal of Deh Yu College of Nursing and Health] Journal of Ching Kuo Institute of Management and Health 27
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Files in This Item:
| File |
Size | Format | |
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| v.27-072-085.pdf | 406Kb | Adobe PDF | 919 | View/Open |
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