Web 2.0 教學網站評鑑指標建構之研究 Construction of Evaluation Indicators for Web 2.0 Instruction Websites

dc.contributor 余鑑 zh_TW
dc.contributor 于俊傑 zh_TW
dc.contributor Chien, Yu en_US
dc.contributor Chun-Chieh, Yu en_US
dc.contributor.author 李依凡 zh_TW
dc.contributor.author Yi-Fan, Lee en_US
dc.date.accessioned 2019-09-03T11:46:50Z
dc.date.available 2015-2-10
dc.date.available 2019-09-03T11:46:50Z
dc.date.issued 2010
dc.description.abstract Web 2.0是網路運用的新時代,若能將Web 2.0的特性運用於教學網站上,不僅能讓不同地點的師生藉由遍佈全球的網路來進行教學,還可達到線上互動、共同創作的學習境界。然而Web 2.0共同撰寫的特性,會使網站內容雜亂且缺乏統一性,因此本研究將評鑑指標依據社會技術系統理論(socio-technical system,STS),分成社會與技術兩大層面進行探討,以建構初步的Web 2.0教學網站評鑑指標,接著邀請14位業界與學界之專家,進行德懷術問卷調查,發展出一套Web 2.0教學網站的評鑑指標,讓日後的Web 2.0教學網站規劃,能有一個有效的依據,以協助從事教育工作的教師順利建置具有互動性與發展性的教學網站。經由三回合問卷回收與分析後,本研究發現如下: ㄧ、Web 2.0以使用者為中心且強調開放與分享的特色,代表教學網站若要符合Web 2.0概念,除了須具備基本功能與技術外,仍需以交互性和社會性為導向。其中,「社會技術系統理論」(socio-technical system)是由社會和技術所組成,社會層面以探討組織之間的交互性為主。 二、透過社會技術系統理論可擬出評鑑指標之構面,社會技術系統理論是由社會、心理、環境和技術四個部分所組成,因此本研究之Web 2.0 教學網站評鑑指標將分為「社會系統」與「技術系統」兩大構面,社會系統構面又細分為「社會層面」與「心理層面」;技術系統構面則分為「環境層面」與「技術層面」。 三、本研究建構出第一回合德懷術專家問卷後,邀請14位不同背景的Web 2.0專家學者對指標進行修正與建議。經由三回的問卷調查,彙整其意見與進行統計分析後,得到此評鑑指標之架構為二個評鑑構面、四個評鑑指標層面,五十七個評鑑指標項目。 綜合以上之研究結果,專家認為,在社會層面中,Web 2.0教學網站需具備良好的互動,應規劃完整的活動或功能以鼓勵使用者之間進行交流,以達到良好的社會交流,尤其可以利用討論或共同創作來達成。而心理層面主要是分配網站中各個成員與管理者所扮演之角色與其賦有之權力,由於Web 2.0強調的是使用者共同參與,並透過分享來讓知識力量更加強大,因此該層面受專家重視的程度較不如社會層面,不過專家認為,使用者在Web 2.0教學網站中扮演的不僅僅只是單一角色,符合了Web 2.0共享與共用的理念。 在環境層面,專家認為,Web 2.0教學網站的介面與功能必須簡單明瞭並且平易近人,才能更吸引更多使用者前往參與,因為Web 2.0強調的就是以「人」為主的互動網路。而技術層面,專家則強調網頁及資料在每次的變動都應該標示更新時間,才可有效記錄每次內容的變動過程,以免內容有錯時無法修復,造成教學內容的失誤。 zh_TW
dc.description.abstract Web 2.0 is a new concept of Internet. If we can apply the characteristic of Web 2.0 to instructional websites, teachers and students can carry out learning activity gathered around by the network around the world, but also can reach online interactive and co-creative learning realm. However, the characteristic of co-author may make website's content disorderly, so this study will divide evaluation indicators into society and technology, based on socio-technical systems theory. And use it to construct a preliminary evaluation indicator. Then we will invite related area experts to proceed to investigate by Delphi survey. Finally develop a set of Web 2.0 instruction website evaluation indicators. So that teacher can plan Web 2.0 instructional websites effectively according to this indicator. After three rounds of recovery and analysis of the questionnaire, this research is as follows : 1. Web 2.0 take user as center, and emphasize the characteristics of openness and sharing. If instruction site wants to conform to the Web 2.0 concept, it needs taking interactive and the sociality as the guidance , besides it has the basic features and technology. Among them, the " socio-technical system theory" is composed of the society and the technology, the social dimension in order to explore the interaction of organizations. 2. Through the socio-technical system theory, it can be drawn up dimensions of evaluation indicators, and it is composed of social, psychological, environmental and technological. Therefore, this study makes evaluation indicators of Web 2.0 instruction website dividing into "social system" and "technical system".And the social system dimension is subdivided into "social level" and "psychological level", the technology system dimensions is subdivided into "environmental level" and "technical level." 3. The study invited fourteen Web 2.0 experts from different backgrounds to make some suggestions and modifications about the indicators after first round Delphi Method Expert survey. We collected the opinions and analyze the result after three times investigations. Finally we got two evaluation dimensions, four indicator levels and fifty seven evaluation entries. To sum up, according to the research result, experts think that Web 2.0 web site should possess interactive characteristic and encourage users to interact with others in social level. Discuss or coauthor can promote the interaction between users especially. However, allocating the roles and rights of community members is the major work in psychology level. Because the Web 2.0 put the emphasis on participation and knowledge-sharing, so psychology level is less important than social level. But experts believe that playing not only one role in Web 2.0 web site conform to Web 2.0 sharing spirit. In environment level, experts think that the interface and feature of Web 2.0 web site must be easy so that it can promote users to participate in community. Because people-centered interactive network is what Web 2.0 emphasized. At last, experts emphasize that web page and data should mark up update time when they were modified in technology level. To do so, we can record the content correctly and avoid content missing when error occupy. en_US
dc.description.sponsorship 科技應用與人力資源發展學系 zh_TW
dc.identifier GN0696710500
dc.identifier.uri http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0696710500%22.&%22.id.&
dc.identifier.uri http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96810
dc.language 中文
dc.subject Web 2.0 zh_TW
dc.subject 教學網站 zh_TW
dc.subject 評鑑指標 zh_TW
dc.subject 社會技術系統理論 zh_TW
dc.subject Web 2.0 en_US
dc.subject Instruction Websites en_US
dc.subject Evaluation Indicators en_US
dc.subject Socio-technical System en_US
dc.title Web 2.0 教學網站評鑑指標建構之研究 zh_TW
dc.title Construction of Evaluation Indicators for Web 2.0 Instruction Websites en_US
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