| Summary: | 碩士 === 國立政治大學 === 圖書資訊學數位碩士在職專班 === 107 === In response to the advent of the digital learning era, the government has spared no effort to promote various courses to make learning more flexible. However, the government promotes digital learning to be based on general public servants, and less on the development of relevant courses or research for special business personnel such as police and medical personnel. Firefighters often have heavy workloads. In addition to regular training or assigned training for specific classes, there is less personal education. This study is aimed at the research of the Taipei City Fire Department colleagues, and carries out research on the learning motivation and learning performance of the digital learning of the predecessors, and explores the learning motivation, learning perception and learning effectiveness of firefighters with different backgrounds.
This study mainly explores the two courses of the public service staff's general 10-hour course (policy-related, gender mainstreaming related courses, etc.) and the "Emergency Medical Course" that has been jointly developed by the firefighter’s professional course. The results of the study showed that there were no significant differences in the learning motivations, digital learning frequency, educational training materials, cognitive usefulness, response level, learning level and behavioral level among firefighters with different backgrounds; there were significant differences from different background variables with experience with digital learning platforms, computer and network environments, and cognitive ease of use. Colleagues generally believe that they can apply what they have learned to their work, and they are positive about the teaching materials and think that they can increase their professional courses in firefighter’s training courses. After discussing the above various facet relationships, it is hoped that through the system setting, curriculum planning and internal management, the three aspects of learning motivation and learning effectiveness will be promoted, and digital learning will be further promoted.
|
|---|
