- 學位論文
台灣高等教育數位學習政策與推動策略研究
An Investigation on e-Learning Policy and Implementation Strategies in the Higher Education of Taiwan
摘要
網際網路與知識經濟的發展，使數位學習成為世紀初以來世界各國所關注的議題。我國政府重視數位學習，自 2002 年起誰動為期五年的「數位學習國家型科技計畫」，以跨部會層級投入數位學習發展，並在 2008 年起持續推動第二期計畫。然而，近年來政府的各項數位學習相關計畫中，對高等教育數位學習卻甚少著墨；又據學者研究，各大學校院數位學習的發展也未達到預期的成效。因此，本研究將透過瞭解我國高等教育數位學習的整體發展現況，探究我國教育部與大學校院的數位學習政策與推動策略。 本研究採用個案研究法，在資料蒐集與分析上，以文獻內容分析法分析教育部歷年政策與實施策略；再訪談十七所大學校院專案經理，深入瞭解各校實施數位學習的策略及現況；隨後藉訪談分析結果擬訂「高等教育數位學習現況問卷」，發放至全國 163 所大學校院，取得目前大學校院實施數位學習的現況。而後將三方面的資料分析結果作為修正式德菲法專家問卷的基礎，透過專家共識，對我國教育部及大學校院提出具體的數位學習政策與策略建議。 研究結果與發現。由文獻內容分析得知教育部歷年來誰動數位學習： l ）以專案型式推動，缺乏持續性的推動策略； 2 ）政策訂定不夠明確，未能引導大學校院實施數位學習 ; 3 ）在數位學習政策的各個區塊中，對高等教育數位學習較少重視。就訪談分析及問卷分析結果顯示，各大學校院雅動與實施數位學習的現況： l ）政策制定主要依循教育部的法規，故教育部的政策對大學校院的影響很大； 2 ）主要實施策略為推動教師使用數位學習（方式為辦理相關訓練課程、俗配 TA 制度、運用補助與獎勵辦法）、堆動教材上網、系所協助推動及運用升等規範誰動； 3 ）堆動困難包括不夠瞭解數位學習的誰動方式、人力不足、主管的支持度不夠、教師認為會增加負擔、資訊能力不足及教師不瞭解使用數位學習的目的等。最後，修正式德菲法專家群建議教育部應選拔或建立數位學習示範點及建立持續性的數位學習發展策略，並建議學校應著重教材上網的品質、自行發展數位學習的特色、增進教師對數位學習的瞭解及著重教師與學生在線上課程的互動與經營，但不建議現今部份學校使用數位學習列為教師升等的考慮因素。 本研究針對教育部及大學校院的數位學習發展政策與策略分別提出四點建議：教育部應讓數位學習政策更明確化、建立持續性的數位學習發展策略、建立數位學習示範點及成立專責輔導單位；各大學校院應著重教材上網的品質、發展各校數位學習的特色、策略性地推動數位學習及重視線上課程的互動與經營。
並列摘要
The development of the Internet and knowledge economy has brought e-learning as strategic issue for many countries around the world since the beginning of the century. In Taiwan, the government has paid much attention to e-learning and started a five-year National Science and Technology Project for E-Learning (ELNP) in 2002; which has later entered its second term in 2008. However, the higher education sector has been less visible in the national e-learning development projects during recent years. Scholars have also indicated that the development of e-learning in higher education institutions has not met the expected results. Therefore, this study aims to understand the comprehensive profile of development of e-learning in higher education in Taiwan; and then further explore the policies and implementation strategies of e-learning of both the Ministry of Education and the higher education institutions. This study uses case study approach with three methods for data collection and analysis: content analysis of policy documents to analyze the Ministry of Education’s policy and implementation strategies over years; qualitative interview with the e-learning project managers from 17 universities to understand the status quo and e-learning implementation in the universities. The results of the interviews are then used to formulate a Higher Education e-Learning Status Survey questionnaire to distribute to all of the 163 colleges and universities in Taiwan to gain overall understanding on e-learning implementation in higher education. The data from all three sources are then used as the basis for a modified Delphi questionnaire. Through the process of achieving expert consensus, e-learning policy and implementation strategy recommendations are then proposed. It is found that, through the content analysis, that the Ministry of Education has implemented e-learning: 1) with a project-by-project approach and lack a continuous implementation strategy; 2) with less-than-explicit policies and not able to lead the colleges and universities in e-learning implementation; 3) with less attention to higher education among the sectors of e-learning implementation. The interviews and survey results reveal the current condition of e-learning implementation in the colleges and universities as: 1) policy formulation has been primarily following the regulations from the Ministry of Education, therefore the Ministry’s policy has critical influence on the colleges and universities; 2) major implementation strategies including promoting teachers’ use of III e-learning (with the offering of related training courses, TA (teaching assistant) system for facilitation, use of subsidy and awards), promoting online content, promoting department/institute involvement, and the use of e-learning participation as part of the criteria for rank promotion of professorship; 3) the difficulties of implementation including insufficient understanding of e-learning implementation, insufficient manpower for e-learning, not enough support from the management, and the teachers’ perception of additional burden, insufficient capacity in using information technologies, and teachers’ lack of understanding in the purpose of using e-learning. Lastly, the experts of the modified Delphi group suggest the Ministry of Education to select or establish e-learning demonstration sites and to establish persistent e-learning development strategies. They also suggest that the universities should pay attention to the quality of the online content, to develop their own unique features in e-learning, to increase the teachers’ understanding in e-learning, and to emphasize the online interaction between the teachers and the students. They, however, do not recommend e-learning to be used as a criterion for rank promotion of professorship. This study proposes four suggestions to the Ministry of Education and the higher education institutions respectively: the Ministry should make the e-learning policy more clear and explicit, should establish persistent development strategies for e-learning development, should establish demonstration sites and facilitation functions; the higher education institutions should pay atthention to the quality of online content, should develop unique features for their own e-learning programs, should strategically promote e-learning, and should pay attention to the interaction and management of online courses.