網際網路空間之權力圖像探究——以國立臺灣師範大學Moodle數位學習平台及其運用為例

Abstract

本論文以批判性思考之質疑、反省、解放與重建之思考方式，並透過文獻分析及半結構深度訪談法的研究方法，探討國立臺灣師範大學Moodle數位學習平台之權力認知及運作圖像，希望藉此確立一個較具有公平性之數位學習平台運作模式應謹守之權力因素，以確保數位化教學之成效，並提供國內推廣數位學習平台之參考。本論文研究結論主要有三項： 一、解構Moodle數位學習平台產生之不平等權力關係，發現權力關係之產生是因為師生權限分配不等及平台介面設計，前者強化教師專業自主權與弱化學生學習自主權，造成教學過程異化及教學宰制之不平等關係；後者透過空間規訓力量、時間規訓力量及監控力量，造成教學宰制之不平等關係。 二、提出權力平衡之Moodle數位學習平台之樣貌：發現一個權力均衡之Moodle數位學習平台之要件，至少包括：師生有對等之資訊及完整之使用權限認知、教師具有批判意識及專業素養及平台能夠彰顯學習自主性及教學自主性。 三、基於批判性思考之精神及權力是一直透過不斷的實踐的概念，提出數位學習平台權力解構與建構，乃一持續發展之歷程與結果。 最後，本論文依據研究發現與結論，從平台設計者、教師及學生三個面向，就國立臺灣師範大學發展Moodle數位學習平台及政府部門發展數位學習提出若干建議，並對國內外未來可從事之後續研究提出建議。This dissertation explores the exercising of power relations in the Moodle e-learning platform used in National Taiwan Normal University with a cognitive process of critical thinking through semi-structured interviews. Its’ main purpose is to a balanced model with equal autonomies between learner and teacher on the Moodle e-learning platform. There are three main conclusions of this dissertation: 1. Deconstruct the unequal power relations of the Moodle e-learning platform: The power relation formulated by the unequal distribution of autonomy between teachers and students, and the design of platform interface: the former causes the alienated relations by strengthening teachers' autonomy and weakening students’ autonomy; the latter causes the dominated relations by discipline power. 2. Propose the important factors for power balance of Moodle e-learning platform. 3. Based on the critical thinking and Foucault's power concept, the deconstruction and construction of power in e-learning platform are continuously developing process. Finally, this dissertation makes concrete recommendations for e-learning to National Taiwan Normal University and government departments and agencies, and future researches based on the research findings and conclusions.