以生態理論設計與評估融入電子書的閱讀學習環境(單一整合型計畫)---以生態理論設計與評估融入電子書的閱讀學習環境; Development of e-Book Learning Environments---An Ecology Theory Approach

NCU Institutional Repository > 資訊電機學院 > 網路學習科技研究所 > 研究計畫 > Item 987654321/47187

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题名:	以生態理論設計與評估融入電子書的閱讀學習環境(單一整合型計畫)---以生態理論設計與評估融入電子書的閱讀學習環境;Development of e-Book Learning Environments---An Ecology Theory Approach
作者:	劉晨鐘;陳攸華;陳國棟;柯華葳;辜玉旻
贡献者:	網路學習科技研究所
关键词:	電子書;生態理論;整合式閱讀環境;閱讀歷程;認知風格;社會學習;E-Book;Ecology Theory;Converged Reading Environment;Reading Process;Cognitive Style;Social Learning;資訊科學--軟體
日期:	2010-08-01
上传时间:	2011-07-14 10:12:57 (UTC+8)
出版者:	行政院國家科學委員會
摘要:	電子書存在著一些無論是電腦或是紙張是無法取代的閱讀特性，例如其攜帶方便性與互動性，因此可能成為重要的學習工具，並進一步牽動原先以紙本為主的教室閱讀生態。由於電子書融入閱讀的環境，學習環境將更趨分散式、社會化。由於電子書仍是屬新穎的閱讀媒體，因此幾乎尚未有研究探討電子書對教室閱讀環境的賦使及限制。然而，在探討電子書對教室閱讀環境的效能及限制之前，應考量使用者與環境間的交互作用，也就是學習生態。本計畫目的在於探討如何整合電子書於教室閱讀環境並提供進一步電子書融入教室閱讀環境的設計準則。首先以生態理論來分析並探究在電子書輔助學習的閱讀環境下，閱讀者不同的背景、經驗及認知風格，對閱讀電子書的個人行為所產生的相關影響。而後透過現場教學實驗以調查老師與學生使用的觀點與感受後，設計適合的教學法以促進學生在教室環境下的社會互動學習。最後，提出建立整合個人電子書於閱讀環境的模式、建置整合式的班級電子書閱讀於學習教室的模式以及建構教室中使用電子書的設計準則。 E-Book has unparalleled reading characteristics such as portability and interactivity. With the characteristics that computers and papers do not have, E-Book may become a crucial tool for learning and further shift the existed paper-based classroom reading environment. It is assumed that when E-Book is incorporated with forma education, the reading environment may tend to be more distributed and socialized. Due to the fact that E-Book is an emergent reading media, little research has so far been done on the new affordances and constraints for classroom reading environment. However, before investigating the affordances and constraints of E-Book, the learning ecology, the interaction between learners and environment, should be evaluated. The research aims to evaluate how to integrate E-Book in classroom reading and further propose principles of incorporating E-Book in classroom reading environment. Firstly, based on learning ecology theory, the learner’s behaviors caused by different background, experience and cognitive style are analyzed. Secondly, by conducting empirical studies, teacher’s and learner’s perceptions toward the E-Book incorporated classroom reading environment are investigated and evaluated. According to the evaluation, appropriate teaching strategies are designed to facilitate learner’s social interaction and social learning in the classroom reading environment. Finally, two models of integrating personal and shared E-Book in reading in classroom reading environment are proposed. The principles of designing E-Book incorporated classroom reading environment are also developed. 研究期間：9908 ~ 10007
關聯:	財團法人國家實驗研究院科技政策研究與資訊中心
显示于类别:	[網路學習科技研究所 ] 研究計畫

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