English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113656/144643 (79%)
Visitors : 51737122      Online Users : 606
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version
    政大機構典藏 > 商學院 > 資訊管理學系 > 期刊論文 >  Item 140.119/27382


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/27382


    Title: 探索「建構學習行為特質」對線上學習成效的影響
    Other Titles: Exploring the Effects of Constructivist Learning Characteristics on Online Learning
    Authors: 王思峰;李昌雄
    Keywords: 建構學習 ; 線上學習 ; 學習社群 ; 創造力;Online learning ; Learning community ; Constructivist Learning ; Creativity
    Date: 2004-03
    Issue Date: 2009-01-17 16:37:21 (UTC+8)
    Abstract: 文獻傾向於相信：線上學習可協助實現建構主義教育理想。上述主張目前仍缺乏有力且一致的證據，本研究因此提出另一種解釋：學習者在華人教育傳統課堂中多年所積累的學習習慣難以短時間內改變，導致無法有效適應建構主義式的線上教育。為了探索此一主張，本研究提出一新構念「建構學習行為特質」（constructivist learning characteristics），嘗試：1.包含與連結自主管理、互助性、認識論信念等重要構念；2.反映總體社會脈絡與教育典範之影響。實證結果發現：建構學習行為特質愈佳者，其學習成效愈佳，網路互動行為亦愈佳，其亦透過網路互動行為的中介，而間接的影響學習成效。我們亦探討了：線上教育中典範適應的挑戰、建構學習行為特質的普遍解釋，與線上學習及創造力。 It is widely believed that online learning may enable a constructivist learning model to become true. Yet, empirical evidences have so far supported this assertion inconclusively. The present study contributes to explain the above effects alternatively. This study proposes a newer construct, constructivist learning characteristics, which (1) synthesizes constructs such as self-direct, interdependence, persistence and epistemological belief, and (2) integrates the effects of both individual difference at the micro level and contextual factors in the macro. The construct and associated hypothesis are tested. Challenging issues of paradigm adaptation for both teachers and students are discussed.
    Relation: 教育與心理研究, 27(1), 117-157
    Journal of Education ＆ Psychology
    Data Type: article
    Appears in Collections:[資訊管理學系] 期刊論文
    [教育與心理研究 TSSCI] 期刊論文

    Files in This Item:

    File SizeFormat
    elearning1.pdf850KbAdobe PDF22540View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback