数位课程教学法模式与应用：「知识组织与资讯取用课程」实例探讨

The Development of Pedagogical Model for an "Information, Organization and Access" E-Learning

教育部自2006年开始推动数位学习硕士在职专班，目前已有九校提供数位硕士班。数位学习是一种新的学习型式，在课程教授时有别於传统教学，许多教师正在摸索数位课程的教学方法。回顾我国数位课程教学法相关研究，鲜有文献，故本议题值得探讨。本论文旨在探讨数位课程的教学法与应用，研究目的包括：（1）探讨数位课程的教学法原理；（2）探讨数位课程教学法模式的发展；（3）探讨教学法模式应用於数位课程的教学与成效。本论文采用个案研究方法，以政治大学图书资讯与档案学研究所开设的「知识组织与资讯取用」数位课程为研究个案，运用Dabbagh的数位学习教学法模式框架，包括教学法模式、教学策略与学习科技，以发展数位课程教学法与教学策略。本研究证实建构主义教学模式与专题导向教学模式适合应用在数位课程教学，并配合提出四项教学策略与线上同步课程传递方式，最後总结及提出建议。

The ROC Ministry of Education established an accreditation mechanism in 2005 and encouraged the launch of E-Learning master programs for students in full-time employment in 2006. As E-Learning is basically learning that is facilitated and supported by information and communications technology, it is a new way of learning not only changing the relationship between of teachers and students; but also changing the nature of education. Because E-Learning is different from classroom learning and it needs new instructional design. The article mainly studies E-Learning courses instructional design and the objectives of the study are to explore E-Learning course instructional design theory and pedagogy. Also, development of Library and Information Science digital curriculum applying theory to the design and implementation of Library and Information Science E-Learning courses. The case study method was used in the study with one case of ”Information, Organization and Access” E-Learning course of NCCU Library and Information Studies E-Learning Master's Program. The study followed the Pedagogical Design Model proposed by Dr. Dabbagh showing the E-Learning pedagogical model framework by the interaction of pedagogical models, instructional strategies, and learning technology. The study shows that the NCCU has contributed a lot to provide graduate students a new way to learn E-Learning, information literacy and LIS new knowledge and skills. Effective E-Learning instructional design shown in the study were learners centeredness and good student-teacher interaction. Two effective pedagogies for E-Learning courses were manipulated including constructivist learning and project-based learning in accordance with four effective instructional strategies.