請用此 Handle URI 來引用此文件：
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/80071完整後設資料紀錄
| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 羅思嘉(Szu-Chia Lo) | |
| dc.contributor.author | Chieh-Yu Huang | en |
| dc.contributor.author | 黃婕瑜 | zh_TW |
| dc.date.accessioned | 2022-11-23T09:24:29Z | - |
| dc.date.available | 2024-12-31 | |
| dc.date.available | 2022-11-23T09:24:29Z | - |
| dc.date.copyright | 2022-02-21 | |
| dc.date.issued | 2022 | |
| dc.date.submitted | 2022-02-09 | |
| dc.identifier.citation | 王梅玲（2004）。大學生資訊素養課程設計與評鑑。圖書學與資訊科學，30(2)，134-142。 王梅玲（2017）。大學資訊素養線上課程教學模式與策略研究。圖資與檔案學刊，9(2)，20-46。 王梅玲、謝寶煖（2014）。圖書資訊學導論。台北市：五南。 王嘉祐、周碩聰（2018）。學生資訊素養與數位學習成效之關係研究－以康寧大學北部校區為例。中華創新發展期刊，4(3)，34-49。 吳芳瑜（2009）。企業Rapid e-Learning教材設計發展之模式建構 〔未發表之碩士論文〕。淡江大學教育科技學系碩士班。華藝線上圖書館系統。（系統編號U0002-1007200920012100）http://doi.org/10.6846/TKU.2009.00252 李德竹（2000）。資訊素養的意義、內涵與演變。圖書與資訊學刊，35，1-25。 林菁（2008）。資訊素養融入大學生主題探究之研究。教育資料與圖書館學，46(2)，233-266。 張愛鈴（2021）。醫事人員接受醫院圖書館線上教育課程之行為與態度研究（碩士論文）。〔未發表之碩士論文〕。國立臺灣師範大學圖書資訊學研究所。取自華藝線上圖書館系統。（系統編號U0021-NTNU39780）http://doi.org/10.6345/NTNU202100899 張慧雯（2006）。運用RapidE-Learning與ADDIE模式於圖書館利用教育教材開發。〔未發表之碩士論文〕。國立交通大學資訊學院碩士在職專班數位圖書資訊組。https://hdl.handle.net/11296/dku9t9 教育部高等教育司（2020）。大學校院遠距課程開設情形。https://data.gov.tw/dataset/18749 評估（無日期）。教育部重編國語辭典修訂本。http://dict.revised.moe.edu.tw/cgi-bin/cbdic/gsweb.cgi?o=dcbdic searchid=Z00000026054 黃士林（2007）。快捷式數位教材實例及其合適性。〔未發表之碩士論文〕。國立臺灣師範大學資訊教育研究所。華藝線上圖書館系統。（系統編號U0021-2910200810564043） 黃永欣（2010）。Bloom認知與技能教育目標應用於Rapid e-Learning Tools分析與製作數位教材流程與設計原則研究。〔未發表之碩士論文〕。淡江大學教育科技學系。華藝線上圖書館系統。（系統編號U0002-1603201011252900）http://doi.org/10.6846/TKU.2010.00412 資訊及科技教育司（2014）。「數位學習推動計畫」103年起全面啟動。https://depart.moe.edu.tw/ED2700/News_Content.aspx?n=727087A8A1328DEE sms=49589CE1E2730CC8 s=170E4E91A8C5E5A2 劉士華（2015）。數位學習世代的知識分享。師友月刊，581，70-74。http://doi.org/10.6437/EM.201511_(581).0017 謝宜芳（2002）。輔仁大學文學院學生資訊素養之研究。〔未發表之碩士論文〕。輔仁大學圖書資訊學系。https://hdl.handle.net/11296/fcef82 羅思嘉（2000）。資訊素養課程及實施成效初探。國立成功大學圖書館刊，6，77-102。 Abdur Rehman, M., Soroya, S.H., Abbas, Z., Mirza, F., Mahmood, K. 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Information systems frontiers, 5(2), 207-218. | |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/80071 | - |
| dc.description.abstract | 資訊素養教育是高等教育中重要的一環，而採用快速數位學習是大專校院圖書館推動資訊素養教育的策略之一，本研究旨在瞭解大專校院圖書館以快速數位學習建構模式製作資訊素養數位課程的概況，以及探討資訊素養快速數位課程的學習成效。採用調查法分析152所大專校院圖書館的網站內容，瞭解大專院校圖書館提供的資訊素養數位課程中，符合快速數位學習課程的程度，以及課程的發布平台、發布時間、實施成效、教學設計與呈現方式等，並訪談5所大專校院圖書館中，具有相關課程製作經驗的圖書館員，揭露圖書館製作相關課程的流程、採用工具及所需的製作時間等；另外，從152所大專校院圖書館網站中提供的相關課程中，選擇3組同主題、不同設計方式的課程，採用實作法探討其對於資訊素養概念學習與技能建構的學習成效。 研究結果發現已有三分之一的大專校院圖書館會自製資訊素養數位課程，且近四分之三的課程是符合快速數位學習課程，課程時間長度皆在一個小時以下。製作時採用同步錄製或預先錄製課程的方式，偏向以簡單易用、成本低、產出檔案格式相容性高、熟悉度高的軟體工具產製課程。製作時，主要採用PowerPoint簡報搭配多媒體元素設計呈現教學畫面，並預先錄製旁白，教材中涵蓋首頁標題、學習內容、後續指引等元素，且多數未區分課程單元，也未設計測驗練習。透過課前與課後的測驗，以及課後訪談也發現，不同設計方式的課程，對於資訊素養相關概念的學習與技能的建構皆具有學習成效，彼此之間沒有因設計差異而有明顯的差距，但在部份的學習構面設計，例如課程時間長度較短、特別加強重點提示設計及有搭配旁白解說等設計，在相關概念學習與技能建構的學習成效較佳。依據研究結果，針對資訊素養快速數位課程的製作與設計方式提出具體的建議，以提升讀者的學習成效與學習體驗。 | zh_TW |
| dc.description.provenance | Made available in DSpace on 2022-11-23T09:24:29Z (GMT). No. of bitstreams: 1 U0001-2401202217232000.pdf: 5196831 bytes, checksum: 2eefbbcb42bfebcbf96af056473d800c (MD5) Previous issue date: 2022 | en |
| dc.description.tableofcontents | 口試委員會審定書 i 謝辭 iii 摘要 v Abstract vii 圖目次 xi 表目次 xii 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與問題 4 第三節 研究範圍與限制 5 第四節 名詞釋義 6 第五節 研究貢獻 8 第二章 文獻探討 9 第一節 資訊素養教育 9 第二節 快速數位課程內容建構模式 23 第三節 資訊素養學習成效評估方法與相關研究 37 第三章 研究方法 53 第一節 研究架構 53 第二節 研究對象 55 第三節 研究方法與工具 65 第四節 資料處理與分析 73 第五節 研究實施與流程 81 第四章 研究結果 87 第一節 圖書館提供資訊素養快速數位學習課程之概況 87 第二節 圖書館提供資訊素養快速數位學習課程之建構模式 121 第三節 資訊素養快速數位課程之學習成效與設計建議 147 第四節 綜合討論 185 第五章 結論與建議 189 第一節 研究結論 189 第二節 研究建議 194 參考文獻 199 附錄 207 附錄一 課程主題定義 207 附錄二 課程網站內容檢核編碼表 208 附錄三 課程製作者訪談大綱 211 附錄四 測驗卷─館藏目錄系統 213 附錄五 測驗卷─Endnote書目管理軟體 216 附錄六 測驗卷─Web of Science資料庫 219 附錄七 實作參與者訪談大綱 222 附錄八 課程製作者訪談編碼表 223 附錄九 實作參與者訪談編碼表 232 附錄十 研究時程表 243 圖2-1 UNESCO資訊素養關聯圖 13 圖2-2 評估網站資源，靜態網頁 35 圖2-3 評估網站資源，解決多種學習風格 36 圖2-4 評估網站資源，結合問題導向的學習 36 圖2-5 學習評估週期 39 圖3-1 研究架構 54 圖3-2 研究架構－構面關係 54 圖3-3 研究流程 86 圖4-1 資訊素養快速數位課程製作流程 125 表2-1 大學生資訊素養標準比較表 15 表2-2 數位學習類型比較 27 表3-1 受訪圖書館提供資訊素養快速數位課程之概況 58 表3-2 指定課程的教學設計 61 表3-3 指定課程的教學呈現方式 61 表3-4 實作組別指定課程分配狀況 63 表3-5 實作參與者性別與年級分布 64 表3-6 實作參與者使用經驗與學習經驗分布 64 表3-7 網站內容檢核表編碼範例 67 表3-8 課程製作者訪談問題 68 表3-9 檢測目標類型定義 71 表3-10 測驗卷題目設計範例 72 表3-11 實作參與者訪談問題 73 表3-12 課程製作者訪談逐字稿編碼範例 75 表3-13 答題正確性與作答時間計算原則 78 表3-14 實際操作題計算範例─前測驗 78 表3-15 實際操作題計算範例─後測驗 80 表3-16 實作參與者訪談逐字稿編碼範例 81 表3-17 研究目的、研究問題與研究工具對照表 84 表4-1 各大專校院圖書館提供相關課程之概況分布 88 表4-2 課程發布平台建置方式 95 表4-3 課程總時間長度區段分布概況 104 表4-4 課程總時間長度區段之主題分布概況 105 表4-5 符合快速數位學習課程比例 106 表4-6 課程發布時間分布 107 表4-7 課程觀看次數區段分布 108 表4-8 課程觀看次數區段之主題分布概況 109 表4-9 發布課程後平均累積觀看次數 110 表4-10 課程綱要與重點設計概況 113 表4-11 課程時間規劃 114 表4-12 課程各單元時長 114 表4-13 課程回饋機制設計 115 表4-14 課程教學設計組合 116 表4-15 課程畫面呈現設計 118 表4-16 多媒體元素設計組合 118 表4-17 課程旁白處理設計 119 表4-18 呈現方式設計組合 120 表4-19 同步錄製課程製作時間 143 表4-20 預先錄製課程製作時間 144 表4-21 同步錄製與預先錄製課程製作時間比較 146 表4-22 實作A組答題正確性整體表現 148 表4-23 實作B組答題正確性整體表現 148 表4-24 實作A組平均作答時間 149 表4-25 實作B組平均作答時間 150 表4-26 實作C組答題正確性整體表現 151 表4-27 實作D組答題正確性整體表現 151 表4-28 實作C組平均作答時間 152 表4-29 實作D組平均作答時間 153 表4-30 實作E組答題正確性整體表現 154 表4-31 實作F組答題正確性整體表現 155 表4-32 實作E組平均作答時間 156 表4-33 實作F組平均作答時間 156 | |
| dc.language.iso | zh-TW | |
| dc.subject | 資訊素養 | zh_TW |
| dc.subject | 快速數位學習 | zh_TW |
| dc.subject | 學習成效 | zh_TW |
| dc.subject | Learning outcomes | en |
| dc.subject | Information literacy | en |
| dc.subject | Rapid e-learning | en |
| dc.title | 快速數位課程內容建構模式對資訊素養概念學習與技能建構成效之研究 | zh_TW |
| dc.title | Study of Rapid E-learning Model on Information Literacy Competencies Construction | en |
| dc.date.schoolyear | 110-1 | |
| dc.description.degree | 碩士 | |
| dc.contributor.oralexamcommittee | 柯皓仁(Herng-Dar Bih),阮明淑(Hsin-Yi Lu) | |
| dc.subject.keyword | 資訊素養,快速數位學習,學習成效, | zh_TW |
| dc.subject.keyword | Information literacy,Rapid e-learning,Learning outcomes, | en |
| dc.relation.page | 243 | |
| dc.identifier.doi | 10.6342/NTU202200184 | |
| dc.rights.note | 同意授權(全球公開) | |
| dc.date.accepted | 2022-02-10 | |
| dc.contributor.author-college | 文學院 | zh_TW |
| dc.contributor.author-dept | 圖書資訊學研究所 | zh_TW |
| dc.date.embargo-lift | 2024-12-31 | - |
| 顯示於系所單位： | 圖書資訊學系 | |
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