研究生: |
劉孟慈 Meng-Tzu Liu |
---|---|
論文名稱: |
學習導引設計與操作指引類型在數位學習環境之適用性探討 A Study on the Design of Navigation and Online-Help for e-Learning |
指導教授: |
陳明溥
Chen, Ming-Puu |
學位類別: |
碩士 Master |
系所名稱: |
資訊教育研究所 Graduate Institute of Information and Computer Education |
論文出版年: | 2006 |
畢業學年度: | 95 |
語文別: | 中文 |
論文頁數: | 124 |
中文關鍵詞: | 學習導引 、操作指引 、網路自我效能 |
英文關鍵詞: | navigation, online hel, Internet self-efficacy |
論文種類: | 學術論文 |
相關次數: | 點閱:171 下載:31 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究旨在探討不同的學習導引設計與操作指引類型對網路自我效能程度不同的學習者執行網路任務之影響。研究樣本為271名進行網路填報任務的各級學校教職員。研究變項包含學習導引、操作指引與網路自我效能。學習導引依照自我觀察接近性的不同分為循序導覽與動態導覽兩種設計,操作指引依照學習方式的不同分為互動式演練範例與示範式演練範例兩種類型,網路自我效能依照網路自我效能量表得分之標準分數將學習者分為高/低網路自我效能兩組。
研究結果發現:(1)學習導引與操作指引皆是學習者在執行網路填報任務時不可或缺的好幫手;(2)運用動態導覽可以減少學習者中斷學習的機會;(3)互動式演練範例能提升學習者使用意願;(4)學習導引與操作指引對學習者之任務完成時程有交互作用:使用互動式演練範例時要配合動態導覽以提升任務完成效率,而使用循序導覽時要配合示範式演練範例以提升任務完成效率;(5)透過學習導引與操作指引能提升低網路自我效能者的網路任務掌控信心,動態導覽與互動式演練範例能提升學習者的網路任務掌控信心;(6)高網路自我效能者對於學習導引與操作指引評價較高,而且動態導覽與互動式演練範例獲得較高的評價。
The purpose of this study was to investigate the appropriateness and effectiveness of navigation and online-help on e-learners with high/low Internet self-efficacy in completing an assigned Internet task. Participants were randomly assigned to one of the four groups: the dynamic-navigation interactive-help group, the sequential-navigation interactive-help group, the dynamic-navigation demonstrative -help group, and the sequential-navigation demonstrative-help group. Participants were categorized as high Internet self-efficacy and low Internet self-efficacy according to the standard scores of Internet self-efficacy.
The results showed that (1) navigation and online-help were important tools for e-learners, (2) dynamic navigation could reduce the chances of the e-learners’ interruption during learning, (3) interactive help could raise e-learners’ willingness of using online-help, (4) the interaction of navigation and online-help on time-to-complete-task was significant, (5) dynamic navigation and interactive help can raise e-learners’ confidence of controlling the task, and (6) high Internet self-efficacy learners showed higher positive attitude toward navigation and online-help than low Internet self-efficacy learners.
王惠直 (2004)。台北縣國民小學護理人員電腦素養及其相關因素研究。國立台灣師範大學衛生教育學系碩士論文,未出版,台北。
吳正己、林美娟、許逸偉 (1994)。實驗在電腦教學中的應用。科學教育學術研討會論文彙編,10,117-134。
李建嶠、蔡錦濤 (1995)。技能學習導向的電腦多媒體系統設計初探。教學科技與媒體,22,10-15。
沈雯 (2002)。國小教師電腦自我效能與電腦焦慮之研究。國立屏東師範學院國民教育研究所碩士論文,未出版,屏東。
單文經 (1997)。設計電腦化家教系統的可能性評估。視聽教育雙月刊,39(2),1-13。
黃郁雯 (2003)。電腦自我效能、電腦經驗及他人支持三者與電腦態度及電腦焦慮之關係。國立政治大學心理學系碩士論文,未出版,台北。
黃富順 (2001)。成人的經驗學習。成人教育,59,2-11。
經濟部工業局 (2005)。數位教材品質規範(1.0.4版)。 2006年3月10日,取自http://www.epark.org.tw/QSC/Specification/Material/spec/content.pdf.
ASTD Certification Institute. (2002). E-Learning Courseware Certification (ECC) Standards (1.1). Washington, DC: Author. Retrieved March 2, 2006, from the World Wide Web:
http://www.astd.org/ASTD/Marketplace/ecc/standards.htm
Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70(2), 181-214.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall.
Chin, P., Bell, K. S., Munby, H., & Hutchinson, N. L. (2004). Epistemological appropriation in one high school student’s learning in cooperative education. American Educational Research Journal, 41(2), 401-417.
Clark, R. C., & Mayer, R. E. (2003). e-Learning and the Science of Instruction. San Francisco, CA: Jossey-Bass/Pfeiffer.
Dewey, J. (1963). Experience and education. New York: Collier-Macmillan.
Fisher, M., & Baird, D. E. (2005). Online learning design that fosters student support, self-regulation, and retention. Campus - Wide Information System, 22(2), 88-107.
Garhart, C., & Hannafin, M. (1986). The accuracy of cognitive monitoring during computer-based instruction. Journal of Computer-Based Instruction, 13(3), 88-93.
Hodges, C. B. (2005). Self-regulation in web-based courses: A review and the need for research. Quarterly Review of Distance Education, 6(4), 375-383.
Joo, Y. J., Bong, M., & Choi, H. J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in Web-based instruction. Educational Technology, Research and Development, 48(2), 5-17.
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284.
LeFevre, J. A., & Dixon, P. (1986.) Do written instructions need examples? Cognition and Instruction, 3, 1-30.
Ley, K., & Young, D. B. (2001). Instructional principles for self-regulation. Educational Technology, Research and Development, 49(2), 93-103.
Lim, C. P. (2001). Learner control and task-orientation in a hypermedia learning environment: A case study of two economics departments. International Journal of Instructional Media, 28(3), 271-285.
Ma, Q., & Liu, L.(2005). The role of internet self-efficacy in the acceptance of web-based electronic medical records. Journal of Organizational and End User Computing, 17(1), 38-57.
Major, H., & Taylor, D. (2003). Teaching for learning: Design and delivery of community college courses. The Community College Enterprise, 9(2), 85-102.
Malpass, J. R., O’Neil,Jr, H. F., & Hocevar, D. (1999). Self-regulation, goal orientation, self-efficacy, worry, and high-stakes math achievement for mathematically gifted high school students. Roeper Review, 21(4), 281-288.
Margolis, H., & McCabe, P. P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in School and Clinic, 41(4), 218-227.
Pahl, C. (2002). An evaluation of scaffolding for virtual interactive tutorials. World Conference on E-Learning in Corp., Govt., Health., & Higher Ed. 2002(1), 740-746. Retrieved May 16, 2006, from the World Wide Web:
http://dl.aace.org/9435
Paris, C., Colineau, N., Lu, S., & Linden, K. V. (2005). Automatically generating effective online help. International Journal on ELearning, 4, 83-103.
Powers, P. (2005). Six Ways to revitalize your operations manual. Franchising World, 37(9), 56-58.
Pratt, J. A. (1998). Where is the instruction in online help systems? Technical Communication, 45, 33-37.
Ren, W-H. (1999). Self-efficacy and the search for government information. Reference & User Services Quarterly, 38(3), 283-291.
Roach, A. T., & Elliott, S. N. (2005). Goal attainment scaling: An efficient and effective approach to monitoring student progress. Teaching Exceptional Children, 37(4), 8-17.
Schmidt, A. M., & Ford, J. K. (2003). Learning within a learner control training environment: The interactive effects of goal orientation and metacognitive instruction on learning outcomes. Personnel Psychology, 56(2), 405-429.
Schnotz, W., & Rasch, T. (2005). Enabling, facilitating, and inhibiting effects of animations in multimedia learning: Why reduction of cognitive load can have negative results on learning. Educational Technology, Research and Development, 53(3), 47-58.
Schunk, D. H. (1983). Progress self-monitoring: Effects on children's self-efficacy and achievement. Journal of Experimental Education, 57(2), 89-93.
Schunk, D. H. (1996). Learning Theories: An Educational Perspective. (2nd ed.). Englewood Cliffs, N.J.: Prentice Hall.
Schunk, D. H. (2000). Learning Theories: An Educational Perspective. (3rd ed.). Upper Saddle River, N.J.: Prentice Hall.
Smith, S. M. (2004). Software skills acquisition: Confidence vs. competence. Information Technology, Learning, and Performance Journal, 22(2), 33-40.
Steyvers, M., Tenenbaum, J. B., Wagenmakers, E.-J., & Blum, B. (2003). Inferring causal networks from observations and interventions. Cognitive Science, 27, 453-489.
Sweller, J. (1988.) Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
Tennant, M., & Pogson, P. (1995). Learning and change in the adults years: A developmental perspective. San Francisco, CA: Jossey-Bass Publishers.
Tsai, C.-C., & Lin, C.-C. (2004). Taiwanese adolescents’ perceptions and attitudes regarding the internet: Exploring gender differences. Adolescence, 39, 725-734.
Tsai, M.-J., & Tsai, C.-C. (2003). Information searching strategies in web-based science learning: The role of internet self-efficacy. Innovations in Education and Teaching International, 40, 43-50.
Tuovinen, J. E., & Sweller, J. (1999.) A comparison of cognitive load associcated with discovery learning and worked examples. Journal of Educational Psychology, 91(2), 334-341.
Waldmann, M. R., & Hagmayer, Y. (2005). Seeing versus doing: Two models of accessing causal knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 216-227.
Whipp, J.L., & Chiarelli, S. (2004). Self-regulation in a web-based course: A case study. Educational Technology, Research and Development, 52(4), 5-22.
Yi, M. Y., & Davis, F. D. (2003). Developing and validating an observational learning model of computer software training and skill acquisition. Information Systems Research, 14(2), 146-169.
Young, J. D. (1996). The effect of self-regulated learning strategies on performance in learner controlled computer-based instruction. Educational Technology Research and Development, 44(2), 17-27.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & Moshe Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). New York: Academic Press.