數位學習課程品質評估準則之發展與探討

The Development and Research on the Quality Evaluation Standards for e-Learning Courseware

林靜婷(Ching-ting Lin)

指導教授 ： 陳明溥

國立臺灣師範大學/教育學院/資訊教育學系/碩士(2007年)

摘要

本研究透過數位學習品質評估相關文獻之探討，發展數位學習品質評估工具，並藉由專家意見以確認評估架構的適切性，最後並透過評估架構及數位學習案例評估結果，提供此量表做為判斷數位學習品質優缺的參考，發展完成之量表內容務求淺顯易懂，也可提供一般學習者在評估數位學習優缺時使用。數位學習課程品質評估架構包含機構、教職員、學習者、教學、評鑑與評量五個構面、並細分為三十四項評估準則。
專家針對評估準則重要性審查結果中得知準則構面的重要性排序依次為教學、機構、學習者、評鑑與評量、教職員。在學習者對品質評估準則的觀點調查中發現其對於評估構面的重要性看法依序為教學、評鑑與評量、機構、學習者、教職員。專家與使用者對於品質構面的重要性在重要性最高與最低的選擇上，具有相同的觀點。本研究所評估之數位學習案例共三件，依數位教材之用途與內涵分為國小補充教育、企業內訓、職能進修，此三件案例表現，以機構的品質構面平均表現為最佳，而在教職員的安排與協助上還有改善的空間。

關鍵字

數位學習 ； 品質評估 ； 評估準則

並列摘要

The purposes of this study were to develop and verify the feasibility of an quality evaluation standards for e-Learning courseware and to provide standards for the quality of e-Learning courseware with general learners. The study was developed based on literature review, and guidelines were adopted for the evaluation of e-Learning. The framework for the quality evaluation contained five components with thirty-four rules.
The result showed that the e-Learning experts thought that the order for judging its quality should be teaching, institution, student, evaluation and assessment, and faculty. On the other hand, the e-Learning learners thought that the order should be teaching, evaluation and assessment, institution, student, and faculty. In sum, the orders of the important components identified by both experts and learners were similar. The three e-Learning cases in the study reveal that the quality of the institution was the best, but the quality of the faculties needs to be improved.

並列關鍵字

e-Learning ； quality evaluation ； quality standards

參考文獻

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