資訊架構能成功提升網站的優使性（usability），也已在網站設計的領域中使用多年，並但是在數位學習平台課程的設計上，卻鮮少被提及。若是能將資訊架構應用在數位學習平台課程的設計，將會對於使用者在數位學習平台中進行獲取與分享資訊有相當大的助益。本研究之目的是希望透過瞭解Moodle典範課程的平台設計具備那些資訊架構特質，Moodle典範課程的平台設計資訊架構如何支援教師與學生的獲取與分享行為，以探索能否使用使用資訊架構的概念來看Moodle平台課程的設計，並提出以下四個研究問題：（一）Moodle平台之典範與優質課程有哪些資訊架構特質；（二）Moodle平台使用者之資訊獲取與分享行為為何；（三）使用者對於Moodle平台資訊架構之經驗與感受為何（四）使用者資訊獲取與分享行為與Moodle平台課程設計之資訊架構的關係為何。
本研究為質量混和研究，使用內容分析法、訪談法、問卷調查法，並進行立意取樣，選取國立台灣師範大學99學年度第一學期與第二學期之「Moodle數位學習平台典範課程」之典範及優質課程中之六門課程及其使用者（教師、學生）作為研究對象。內容分析法是透過擷取典範與優質課程之Moodle平台課程資料，進行課程之資訊架構分析，並進行比較；訪談法是透過訪談大綱，訪問六名典範暨優質課程教師，以瞭解教師使用數位學習平台的背景、教師如何設計數位學習平台課程、如何使用平台獲取以及分享資訊，以及教師使用Moodle平台的經驗與感受；問卷調查法則是使用本研究設計之調查問卷，瞭解學生之個人背景、先備經驗，並詢問學生如何使用數位學習平台課程、如何使用平台獲取以及分享資訊，以及學生使用平台的經驗與感受。
本研究之研究結果，發現典範與優質課程課程之資訊架構，皆具有以知識結構與課程進度呈現之組織系統，並有標明各項主題之標示系統，然而導覽系統則不明顯；且教師之教學設計和學生之感受影響Moodle平台使用者之資訊獲取與分享行為；而Moodle平台使用者認為課程平台內容設計越簡單明瞭越能滿足其需求；若依授課進度編排主題格式、使用開新視窗開啟外部資源、建立標示之命名規則，有助於使用者進行獲取與分享；而Moodle平台功能尚未被典範課程完全應用。本研究之結果可應用於數位學習平台課程的規劃設計，以提升獲取與分享數位學習平台課程資訊的方便性，並可提供Moodle平台課程培訓手冊以及推廣建置Moodle平台課程之參考。

Information architecture can successfully enhance the usability of websites, and it has been used for many years for website design, however, it was seldom used in the design of e-learning platform courses. If the information architecture can be used to design e-learning platform courses, it will be helpful for users to gathering and giving learning information.
The purpose of this study is to understand the characteristics of the e-learning platform, Moodle's information architecture, how information architecture supporting teachers and students to gather and give information, and exploring how to apply information architecture of Moodle courses design. The researcher addressed the following four research questions: (a) what are the characteristics of award-winning courses' information architecture? (b) How did users gather and give information on Moodle platform? (c) What are users' experiences and feelings about Moodle information architecture? (d) What's the relationship between information gathering and giving behavior and information architecture of courses design on Moodle platform?
This study conducted mixed method approach through content analysis, interviews, and survey questionnaires. The researcher purposefully selected the samples, including students and teachers participating courses which the award-winning courses of National Taiwan Normal University. There are six courses across two semesters in this study. The content analysis was composed of the procedures that collecting courses data from Moodle platform, analyzing data through information architecture and comparing the result with each other. For understanding the contexts how teachers using the e-learning platform, how they designing the e-learning courses, gathering and giving information, and their experiences and feelings when using the Moodle platform, the researcher constructed outline to interview six teachers of the courses. The researcher also designed the questionnaires to investigate the demography and past experiences of the students, and how they using the e-learning platform courses, gathering and giving information, and their experiences and feelings when using the platform as well.
The finding of this study was described as follows: (a) the information architecture of award-winning courses both contained knowledge structure and curriculum progress representation, as the organization systems. There was the labeling system to indicate every subject, however, the navigation system was not explicit; and (b) the teachers' course instructional design and the students' feelings affect information gathering and giving behavior of the users on Moodle platform; (c) the users on Moodle platform considered the easier and clearer content design of the course platform is, the more possibilities to meet their needs; (d) arranging the subject layout according to the curriculum progress, opening a new window when clicking resources links outside the platform, and using naming rules of labels, all help users gathering and giving information; (e) Moodle's function is not fully used in the award-winning courses.
The results of this study can be used to plan and design the e-learning platform courses which facilitate the ease of gathering and giving course information on the platform. It can also be used as the reference for e-learning course training manuals and for promotion of using Moodle as e-learning course platform.

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