Using Complex Learning Instructional Design In Classroom Teaching And Online Teaching Of Learning Effects Study.

• Main Authors: Ta-Ming Chang, 張大明
• Other Authors: Ping-Yeh Tsai
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/43241787032894835967

碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 98 === In this study, 4C/ID-model as the design theory to develop classroom teaching and online teaching. The implementation of the first course for two days(12 hours), there are 25 students learning MS Excel software in classroom teaching, 92% students are very satisfied this course, 62% students’ Efficiency scores of the three Work-Examples is above standards (E>0). In the second course of MS Project software in online teaching, the implementation of blended learning for six weeks, online adaptive learning environment for 18 learners in the Moodle LMS in front four weeks, then finished the Work-Examples in later two weeks. 17 learners’ Efficiency scores are above standards (E>0) in online teaching, and 7 learner's Efficiency scores of the Work-Examples are qualified (E>0), they are satisfaction with digital materials: Practical (M=4.3) & Effective (M=4.3), Useful (M=3.9) is not. The most of students believe that adaptive learning is good for learning and the Work-Examples after online learning is well. Time of online learning is too short, and can't practice in computer-classroom, Supportive Information digital materials is not usually useful. The study concludes: 1.4C/ID-model is a very good method for the implementation of evaluation; 2.4C/ID-model's adaptive learning in the Moodle LMS is effective, 3.Efficiency scores of evaluation is an objective evaluation method, it including learning portfolios and peers comparison. For future, improve Supportive Information digital materials for Learning Tasks, and develop 4C/ID-model & Efficiency system and software tool.