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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/113961


    Title: 教學產出策略在教師學習數位教材製作之探討
    Authors: 陳明溥
    吳淑鈴
    Keywords: 數位教材製作;目標設定;電腦先備知識;教學產出策略
    e-learning courseware;goal-setting;prior computer knowledge
    Date: 2005
    Issue Date: 2017-10-23 10:57:58 (UTC+8)
    Abstract: 本研究旨在探討教學產出策略對在職教師數位教材製作成效的影響。研究樣本為55位在職教師，以研習班別為單位分派為「形成性產出組」及「總結性產出組」；教師所具備之電腦先備知識則分為高先備知識組與低先備知識組。
    研究結果發現：(1)在數位教材之教學設計成效上，形成性產出組顯著優於總結性產出組；高先備知識組顯著優於低先備知識組；(2)在工具使用成效上，形成性產出組與總結性產出組無顯著差異；但高先備知識組顯著優於低先備知識組；(3)在學習態度方面，學習者對教學活動的接受度、滿意度、及產出要求等均持正面的看法。
    The purpose of this study was to investigate the effects of goal-setting on in-service teachers’ e-learning courseware development. There were 55 participants assigned into either the formative-goal group or the summative-goal group. Learners were identified as high prior knowledge or low prior knowledge according to their prior computer skills.
    The results showed that the formative-goal group outperformed the summative-goal group on courseware design, and high prior-knowledge group outperformed the low prior-knowledge group. On the performance of tool use, there was no significant difference found between groups, however, the high prior-knowledge group outperformed the low prior-knowledge group. Finally, participants showed positive attitudes toward the learning activities, the helpfulness, and the received goal-setting strategy.
    Relation: TANET 2005 台灣網際網路研討會論文集
    中小學數位學習研究
    Data Type: conference
    Appears in Collections:[TANet Conference] Conference Papers

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