Summary: | 碩士 === 中華大學 === 運輸科技與物流管理學系 === 104 === The student self-learning mode of education Flip Ability has started, since MIT graduate Salman Khan founded the Khan Academy in 2009, the U.S. high school chemistry teacher, Bergman and Sams, promoted “flipped classroom” teaching in 2007, and professor Sugata Mitra of Newcastle University in the U.K. published a forum in TED in 2013 for elearning experiment of Unschooling patterns. In Taiwan, a teacher, Shi Xinyuan, at Long Pu Elementary School in New Taipei City has actively experimented the Junyi Academy applied in math teaching and classroom blended learning since September 2013. However, the blended learning of MOOCs is currently not the main stream learning in campus. The main purpose of this study is to find out the factors affecting the willingness for students to use the e-learning platform after they obtained the tool.First of all, the study starts from the definition, the process, and the classification of e-learning to find out the directions of the e-learning development.Secondly, from the contents of blended learning model, the integration of digital technology with the curriculum of the entity is also explored.Thirdly, from the history and development of OCW and MOOCs overseas or domestic, the process of MOOCs is revealed.Finally, based on the ARCS and social support theories, the factors affecting the willingness to use MOOCs is also discussed. As to the method of the study, firstly, an education platform, Junyi Academy, is the medium for the students. Secondly, the questionnaire is applied to see students’ willingness to use MOOCs. Finally, the statistics from the personal background information, ARCS motivation model, social support are analyzed to find out the willingness and actual
usage of elementary school students in using digital education platform.The results will provide advice to MOOCs platform, the education authorities, schools and parents, as a follow-up platform design and developing references.The statistical analysis showed that:
1. With different home network experiences, students have significant differences in the frequency using on-line monthly MOOCs situation.
2. Motivation about “Relevance” and “Satisfaction” can affect the willingness for students to use MOOCs.
3. The “Social support” also affects children’s use MOOCs willingness in using.
4. Students willingness to use MOOCs also affects frequency in monthly on-line.
5. The “Family support” affects students' frequency in monthly on-line.
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