數位平台輔助教學模式對學習成效之研究－以全民國防教育為例

A Study of Learning Effectiveness for Teaching Mode of Digitalization Assistant Platform－All People National Defense Education by Example

許麗雯(Li-wen Hsu)

指導教授 ： 曾章瑞 ； 林淑瓊

大同大學/經營設計學院/資訊經營學系所/碩士(2009年)

摘要

WEB 2.0 版本的網際網路應用發展，對商業、生活、娛樂等方面產生廣泛而深
遠的影響，其開放、社群合作、群體智慧的概念，以及分享與合作的學習模式，為
教學活動開啟更多元的途徑。
我國自2006 年2 月1 日政府施行全民國防教育以來，鑒於國防教育訴求「全民」
之宗旨及優質網路社會(Ubiquitous Network Society；UNS)發展趨勢，本研究首先針
對研修「全民國防課程」之大專學生，建構數位化及社群互動教學情境，以「現場
實驗法」、採取不相等控制組設計，共732 人參與為期八週的實驗教學，運用問卷調
查與SPSS 統計分析工具進行驗證分析。研究結論如下：
1. 數位教學平台對修習全民國防課程學生具有正面的顯著影響力，但在形成虛擬社
群的預期方面並未獲得支持。
2. 在數位教學環境下進行學習，對學生個人的內在心理過程會產生正面的影響，其
中對學生學習動機的影響最為顯著。
3. 經過實驗教學過程，個人學習運作模式之因素與學習成效皆呈現正相關，其中知
識信念、學習動機與學習策略對學習成效具顯著差異。

關鍵字

社群 ； 知識信念影響學習運作模式 ； 全民國防教育 ； 數位教學 ； 動機設計

並列摘要

The application of “Web 2.0” on the internet industry has created both intensive and
extensive impact on our business, life and entertainments. With a social-learning mode
characterized by liberated accesses, community-based cooperation, team learning and
information sharing, the Web 2.0 tool indeed ushers in manifold approaches for teaching
and learning activities. This is especially relevant to the General Education Courses at the
university level in Taiwan ever since February 1st, 2006, when the government launched
the All-out Defense Education on campus.
Given the appeal to all people going through defense education and the trend toward
a Ubiquitous Network Society (UNS), promoted by the Taiwanese Government, this
research followed non-equivalent control group design methodologically and sought to
construct a digitalized and interactive teaching platform as an on-site test of the education
results. In the process, it collected 732 university students as samples that took the All
People National Defense Education (chuan-min-guo-fan-jiao-yu) as an elective 8-week
course in university. Having been aided by further questionnaires and the SPSS tool, the
research brought forth its findings as follows.
1. It proved that there existed a significant degree of positive influences of the digital
platform on the learners. On the other hand, however, the virtual community proved
less significant than expected.
2. Among the influences that were judged positive on the students’ mentality, motivation
to learn proved most significant.
3. There was a positive correlation between individual learning modes and learning
outcomes alongside the process of this experimental teaching, in which
epistemological belief, motivation and learning strategies produced significant
differences.

並列關鍵字

community ； Epistemological Beliefs in learning process mode ； All People National Defense Education (chuan-min ； Motivational Design Models ； digital teaching

參考文獻

[4]朱彩馨(2001)，「以科技中介架構探討線上學習成效之詮釋研究」，國立中山大學

[7]吳青蓉、張景媛(1997)，「英語科專家/實習教師課堂教學之研究」，師大學報， 42，

[9]吳昭明(2007)，「資訊融入衛星科技教學活動對學習動機與學習成效影響之研究:

[17]林邵珍(2003)，「運用ARCS 動機設計模式之生活科技教學」，生活科技教育

[21]林鴻杰(2007)，「數位學習環境中不同教學模式對學習成效之影響」，國立虎尾