學習資訊專業學院—資訊教育研究所

Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/25

資訊教育研究所之碩士班成立於民國80年,博士班成立於民國86年,目前研究生共約160名。本所原屬資訊教育學系,於95學年度起因應系所組織調整,成為獨立研究所,歸屬教育學院。

本所以『資訊科技教育』和『數位學習』兩個專業領域之研究發展與人才培育為宗旨,課程設計分別針對此兩個專業領域規劃必、選修專業科目,提供學生紮實而嚴謹的學術專業知能及個別化之研究訓練。本所教育目標包括:

1、培育資訊科技教育人才;
2、培育數位學習產業人才;
3、培育資訊科技教育與數位學習研究人才。

本所目前六名專任教師,四位教授,二位副教授,在資訊教育領域均具有豐富之教學與研究經驗且均積極從事研究,每年獲科技部補助研究計畫之平均數量與金額在本校名列前茅。另外,本所教師積極參與國內重大資訊教育政策及課程綱要之制定,積極推動國內資訊教育之發展。
 

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    電腦支援諮詢服務模式之研究-以高中校園為例
    (2006) 柯建華; Chian-Hua Ke
      本研究之目的是針對高中校園電腦支援諮詢工作需求與人員編制,參考現有電腦支援服務模式與系統,提出一套適用於高中校園的電腦支援諮詢服務模式,利用「電腦與網路媒介溝通」、「單一窗口專家協助」、「固定時間批次處理」、「發問者參與問題解決過程」等模式設計,改善校園電腦支援諮詢工作困擾。   我們將此模式實作成線上電腦支援諮詢服務系統,並分別在國立基隆高中與國立新店高中進行為期兩個月的實驗,以評估模式設計是否符合需求。除了比較模式系統實施前後電腦支援諮詢工作的改變情形,同時將兩所學校依第一線問題處理人員分為「校內資訊人員」與「校外資訊人員」兩組,探討校外資訊人員利用此系統提供電腦支援諮詢服務的效果。   實施結果驗證此模式設計合宜。對教職員可以提供方便的支援協助管道與學習自我解決問題。藉由協助教職員提供問題解析線索與參與問題解決過程,可以減輕校內資訊人員的工作負擔。記錄管理問題處理過程,可以保留問題處理經驗,累積形成問題處理知識庫。校外資訊人員可利用此系統協助校內資訊人員提高電腦支援諮詢服務品質與工作效率。
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    Group differences in computer supported collaborative learning: Evidence from patterns of Taiwanese students' online communication
    (Elsevier, 2010-02-01) Chiu, Chiung-Hui; Hsiao, Hsieh-Fen
    This study explored the differences among online elementary school student groups based on their communication features. Two hundred and ninety-one Taiwanese students, ranging in age from 11 to 12 years old, participated in this study. The students were randomly arranged within-class into three-member groups. Each group was asked to use a collaborative learning system to accomplish a group task generating a shared concept map. The textual discussions in each group during collaboration were collected, coded, categorized, and quantified to profile their communication characteristics. Cluster analysis on the resulting communication characteristics resulted in four types of small student groups, including passive or reticent, frequently off-task, actively participating, and knowledge emphasizing. Most student groups (56%) were found to be relatively passive or reticent. Frequently off-task student groups made a protrusive amount of messages for off-task social purposes. The actively participating student groups were characterized by abundant discussion, particularly for continuing task, managing procedure and coordinating efforts. The distinctive feature of knowledge emphasizing student groups was that they devoted particular attention to task related knowledge. In addition, they performed better in task accomplishment.