洪志明博士呂雲瑞Yun-Ruei Lui2019-09-04不公開2019-09-042008http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0695420794%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/100676本研究探討以數位學習進行高二學生奈米概念的學習成效，採準實驗研究法，實驗組為Moodle網路平台數位學習組，對照組為閱讀學習組，兩組共有64名學生參與。數位課程的設計是以影音教學互動網頁以及平台中「討論區」、「共享內容物件參考模型」、「投票區」、「線上測驗」等模組，具有互動式、動靜態及影音教學化介面特色；而閱讀學習組的教材則以書面呈現及教師教學方式進行。學習成效則以自編的問卷、數位平台之學習紀錄、學習後訪談資料來評量，並佐以教師心得札記做為輔助的參考。兩組前測成績及後測成績，分別進行t考驗以檢視組間差異，組內之前後測則以成對t樣本統計，檢視其學習的進步情形。學習方式與性別的交互關係則採二因子共變數分析。質性資料則包含數位平台之學習紀錄、學習後訪談資料、教師心得札記等。The aim of this study was to evaluate the effectiveness of e-learning on establishing grade eleven students’ nanometer-concept. Experimental research was adopted in this study, and there were 64 students were invited in two groups. Group one was the experiment group who learned nanometer-concept with digital learning environment which was build with Moodle platform, and Group two was the control group who learned nanometer-concept with traditional teaching and reading material. The scaffold theory was adopted as a framework when the e-learning teaching materials were designed. On our digital-platform, there were several modules named “FORUM”, “VOTE”, and “ASSESSMENT” which all had interactive feature. Student’s learning achievement was collected from questionnaires, the records on digital-platform, interviews, and teaching logs and then quantified. Quantitative data was analyzed by t-test, 2-way ANCOVA, and triangulation (cross examination).數位平台高二學生數位學習奈米概念digital-platformgrade eleven studentse-learningnanometer-concept