父職教育數位學習方案發展之行動研究-以「e爸樂學網」建置為例

Abstract

本研究旨在發展父職教育數位學習方案,以國中生之父親為目標服務對象,探討家有國中生之父子關係變化及教養困境,並針對其父職教育數位學習需求,進行方案內容設計,發展建置一套父職教育數位學習網站教材-「e爸樂學網」(http://www.88ezgo.org.tw),最後評鑑其應用於父職教育學習之適用性。 本研究以行動研究為方案發展主軸,輔以專家及使用者評鑑等方法以驗證研究成果,學習方案發展是依據ADDIE系統化教學設計流程,進行分析、設計、發展、建置及評鑑等過程,循序漸進完成「e爸樂學網」網站教材之行動研究歷程。研究中運用訪談、問卷、回饋單、及文件檔案等方式收集研究資料,並進行歸納、分析,最後依據研究結果,提出對未來父職教育數位學習發展與研究方向之建議,以供相關人員參考。研究結果如下: 一、家有國中生之父子關係互動時間相對於小學階段減少,父親自覺在國中階段和孩子溝通及相處上面臨的親職教養挑戰增多,為增進父子交流與溝通,認為父親應參與父職在職教育的需求高。 二、父親對於運用數位學習進行父職教育的方式接受度高,認為可跨越時空限制和減少實體參與的尷尬處境,是符合父親特性的另類學習型態。 三、父親對於e化學習的需求,著重在目標明確、內容技巧實務、操作指引簡易、及是否有效且輕鬆的學習和整合性資源的提供連結。 四、本父職教育方案在學習內容設計上包含認知、行為、情感及關係等四個層面之增能。方案學習內容符合學習者需求,有助父職相關知能的了解並提供支持和資源的連結。 五、發展父職教育數位學習方案,應以系統化教學設計流程為依歸,透過持續的評鑑和修正,有助方案發展更趨完整。 六、「e爸樂學網」數位學習方案應用於一般國中生之父親參與父職教育適用性高。
The purpose of research is to develop and build a fatherhood education program, the target group is aimed at fathers of junior middle school students, which to study the relationship change between fathers and sons and bring up difficult situation. According to the needs of fathering education e-learning, has proceeded to design contents of program, and developed to build a set of fathering education e-learning material via “Dad’s Fun e-Learning” website(http://www.88ezgo.org.tw), and evaluation the approbation when apply on fatherhood education e-learning.. This research adopted Action Research approach as core development for this program, and supported by the review results of experts and users to identify the results of research. This learning program development is according to ADDIE procedure via the systematic design of instruction, which followed the procedure sequence to analysis, design, development, implementation and evaluation processes, and gradually complete the website materials “Dad fun e-learning” as the progress of Action Research approach. This research used interviews, questionnaires, feedback lists, and document file methods to collect data, then classified and analyzed. Finally according to result of study, has addressed suggestion for fatherhood education e-learning development and the direction of research in future, and provided reference to related people. The study research conclusions are as follows: 1.Families whom have junior middle school students, the interaction time spend between father and son at this stage are less as compared to son’s age at elementary school. More challenge for fatherhood education for a father to communicate and live with his son during the son’s school stage. Father should take more fatherhood on-job education. 2.The acceptance levels of fathers toward the type of e-learning applied to fatherhood education is high , and believed this method used can overcome the limitation of time space and reduce the embarrassing circumstances of participation in person. This alternative learning type matches fathers’ characteristics. 3.Regarding fathers toward needs of e-learning, is emphasized on the explicit objectives of tool, technique of practice contents, simple and easily operate guide lines, whether is effective and easy learning, and provide links of integrated resources 4.The design of learning contents in fathering education program includes cognition, behavior, emotion and also related to the abilities of these four levels. The learning contents of this program meet learners’ need, and help to understand related knowledge of fathering education, and provide conjunction of support and links of resource. 5.Developing fathering education e-learning, should accomplish via the systematic design of instruction process , through continuing process of evaluation review and correction, which helps this program development tend towards complete. 6.High applicable for general junior middle school student’s father to attend the fatherhood education via “Dad’s Fun e-Learning” (http://www.88ezgo.org.tw)

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Keywords

父職教育, 數位學習, 父職教育方案, 行動研究, Fatherhood Education, E-learning, Fatherhood Educated Program, Action Research

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