數位課程教學法模式與應用：「知識組織與資訊取用課程」實例探討

教育部自2006 年開始推動數位學習碩士在職專班，目前已有九校提供數位碩士班。數位學習是一種新的學習型式，在課程教授時有別於傳統教學，許多教師正在摸索數位課程的教學方法。回顧我國數位課程教學法相關研究，鮮有文獻，故本議題值得探討。本論文旨在探討數位課程的教學法與應用，研究目的包括：(1) 探討數位課程的教學法原理；(2) 探討數位課程教學法模式的發展；(3) 探討教學法模式應用於數位課程的教學與成效。本論文採用個案研究方法，以政治大學圖書資訊與檔案學研究所開設的「知識組織與資訊取用」數位課程為研究個案，運用Dabbagh 的數位學習教學法模式框架，包括教學法模式、教學策略與學習科技，以發展數位課程教學法與教學策略。本研究證實建構主義教學模式與專題導 向教學模式適合應用在數位課程教學，並配合提出四項教學策略與線上同步課程傳遞方式，最後總結及提出建議。

The ROC Ministry of Education established an accreditation mechanism in 2005 and encouraged the launch of E-Learning master programs for students in full-time employment in 2006. As E-Learning is basically learning that is facilitated and supported by information and communications technology, it is a new way of learning not only changing the relationship between of teachers and students; but also changing the nature of education. Because E-Learning is different from classroom learning and it needs new instructional design. The article mainly studies E-Learning courses instructional design and the objectives of the study are to explore E-Learning course instructional design theory and pedagogy. Also, development of Library and Information Science digital curriculum applying theory to the design and implementation of Library and Information Science E-Learning courses. The case study method was used in the study with one case of “Information, ganization and Access” E-Learning course of NCCU Library and formation Studies E-Learning Master’s Program. The study followed the Pedagogical Design Model proposed by Dr. Dabbagh showing the E-Learning pedagogical model framework by the interaction of pedagogical models, instructional strategies, and learning technology. The study shows that the NCCU has contributed a lot to provide graduate students a new way to learn E-Learning, information literacy and LIS new knowledge and skills. Effective E-Learning instructional design shown in the study were learners centeredness and good student-teacher interaction. Two effective pedagogies for E-Learning courses were manipulated including constructivist learning and project-based learning in accordance with four effective instructional strategies.