| DC 欄位 |
值 |
語言 |
| DC.contributor | 資訊工程學系在職專班 | zh_TW |
| DC.creator | 林恆毅 | zh_TW |
| DC.creator | Hung-Yi Lin | en_US |
| dc.date.accessioned | 2010-7-19T07:39:07Z | |
| dc.date.available | 2010-7-19T07:39:07Z | |
| dc.date.issued | 2010 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=975302030 | |
| dc.contributor.department | 資訊工程學系在職專班 | zh_TW |
| DC.description | 國立中央大學 | zh_TW |
| DC.description | National Central University | en_US |
| dc.description.abstract | 長久以來，跨領域合作在醫學、藝術、工程以及自然科學等領域皆扮演著重要的角色。而近幾年來，各個學校以及教育機關也開始重視跨領域合作學習，並且藉此改變過去學校教育過於注重單一領域學習的現象，進而提升學生在跨領域合作上的能力。本研究目的是要建構出一個真實的跨領域學習環境，並從中觀察學生的學習行為。在PBL( Project-Based Learning )教學策略與強調數位化學習環境下，學生以合作學習為方法跨領域合作，運用Moodel( http://moodle.org/ )學習管理系統建立e化的學習檔案( e-Portfolio )，在學習的歷程中e-Portfolio發展行為模式和跨領域合作社群內交互進行學習問題討論的知識建構行為模式之實徵觀察；結合定量的內容分析( quantitative content analysis )；序列分析( sequential analysis )；定性的協議分析( qualitative original protocol analysis )，推導其e-Portfolio建構行為序列模式。
研究發現，在跨領域合作學習及PBL教學策略下，學生運用e-Portfolio建構學習檔案的過程中，達到檔案的之收集、選擇、自我反思及展示等學習行為。此外，也發現學生在建立學習檔案時，缺乏了針對作品的反思行為，因此產生一個建議推薦給學習者。最後本研究提出教師可介入引導建立學習檔案，以促進學生在建構e-Portfolio學習內容豐富性的建議。
| zh_TW |
| dc.description.abstract | In the past years, multi-disciplinary cooperation plays as an important role in medicine, art, engineering and science field. And recent year, each school and educational organization also start to value the multi-disciplinary cooperative learning, as well as promoting students’ capability on multi-disciplinary cooperation via changing the phenomenon that education focus on single filed learning.The main purpose of this research is to construct a real multi-disciplinary learning environment and observe students’ learning behavior from the research. In PBL(Project-Based Learning) tuition tactic and emphasizing digital learning environment, students make use of Moodel( http://moodle.org/ ) learning management system to build e-Portfolio via multi-disciplinary cooperative learning as the method. In learning process, e-Portfolio developing behavior model and multi-disciplinary cooperative groups proceed learning questions and discussing; combine the quantitative content analysis, sequential analysis and qualitative original protocol analysis, results in e-Portfolio construction sequential analysis.
The research is found that students can achieve some learning behaviors like gathering, selecting data, self-reflective and presentation by e-Portfolio construction sequential analysis processing. Furthermore, it is also found students are lack of self-reflective on works when they are building the learning files, so this research brings a result for learners. Finally the research advises that teachers can involve to conduct and build a learning data for students to promote the variety on e-Portfolio.
| en_US |
| DC.subject | 跨領域合作學習 | zh_TW |
| DC.subject | 學習行為 | zh_TW |
| DC.subject | multi-disciplinary | en_US |
| DC.subject | Project Based Learning | en_US |
| DC.subject | e-Port | en_US |
| DC.title | e-Portfolio 的使用與評估:探究學生在跨領域專題學習之學習行為研究 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.title | e-Portfolio use and evaluation : An investigation of students' learning behaviors in a multi-disciplinary Project-Based Learning | en_US |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |