網路教學系統平台評量規準之研究

Abstract

近年來由於網路教學的推廣而使得網路教學系統之評量逐漸受到重視，而網路教學系統平台是網路教學成功的必備條件，所有教學活動包括教材瀏覽、線上討論、作業公佈、線上測驗、以及學習歷程記錄等均需透過教學平台實施。先進的網路化教育代理人及適性教學等教育理念，更需藉由適當的平台設計以達成。然而目前仍然缺乏完整的網路教學系統平台評量規準，以供教學設計者參考。本研究之目的，即在於建構一套網路教學系統平台的評量規準，以幫助各單位在選擇或建置平台時，能有一個標準化的依據。 本研究之「網路教學系統平台評量規準」係經過系統化的教育研究歷程而產出。包括探討建構主義、情境學習、學習社群及神經機械學等的網路教學理論基礎，分析比較現行網路教學系統的評量規準，探討SCORM、LTSA等網路教學系統的代表性國際規範，分析台灣較成熟的大學網路教學系統結構實例，同時經過專家訪談、專家會議及規準評量值與滿意度之關聯度實測等步驟，而建構出一套可行的「網路教學系統平台評量規準」。 研究發現「網路教學系統平台評量規準」必須具備學生子系統、教師子系統、管理者子系統之評量項目，並且區分平台功能為必備、進階及可選用功能。本規準之特色為：(一)具有充分的理論基礎。（二）嚴謹的產出過程。(三)針對平台使用者之需求而研發。(四)評量項目劃分為必備、進階及可選用三個等級。(五) 模組化的功能規準內容描述方式。(六) 能指出平台功能應該改進的具體項目。(七)能用以比較不同平台的優劣。(八)能依系統規模彈性調整規準值以顯示其特點。因此本「網路教學系統平台評量規準」不僅可以做為檢核平台功能項目的依據，還可用來作為評選不同平台的有效量尺，具體指出各平台功能之優缺點與差異的項目，明確指引網路教學平台設計者或評選者改進及選擇的方向。

The ever-expanding use of web-based instruction has resulted in a heavy reliance on e-learning system platforms. Since the web-based instruction platform plays a key role in implementing a wide range of e-learning activities (for example: content navigation, on-line discussion, assignment announcement, on-line test, and portfolio documentation), platform quality is crucial to the successful operation a web-based instruction system. The main purpose of this investigation was to develop evaluation criteria, including function and structure, for college web-based instruction system platforms. These criteria were intended to serve as useful references when selecting, designing, and using web-based instruction systems. The system development research method was employed to create a set of criteria that could be used to evaluate web-based instruction system platforms. First, several pedagogical concepts and theories (constructivism, situated learning, learning community, and cybernetics) were examined and synthesized. Existing criteria from both domestic and foreign publications were reviewed and analyzed. Next, internationally recognized models of e-Learning standards such as SCORM and LTSA were studied. Then, mature web-based instruction systems in several colleges were analyzed and compared. Finally, selected experts in the field of web-based instruction systems were interviewed. Another group of experts was invited to attend a meeting where they reviewed the evaluation criteria and their corresponding weight values. Thus, some validity and reliability was established for the criteria. A satisfaction questionnaire was used to check the concordance of developed criteria with users’ satisfaction after they had utilizing web-based instruction systems. The criteria developed in this study were organized into three parts based on their user function: student, instructor, and system manager. For each part, three levels were established: required, advanced and optional. Main features of the evaluation criteria are: (1) built on a solid theoretical base, (2) created using a well-designed development process, (3) matched to users’ needs, (4) organized functionally into required, advanced, and optional levels, (5) can be used to determine what improvements are needed in web-based instruction systems, (6) can be used to identify strengths and weaknesses of different system platforms, and (7) can be adapted to different system platforms by adjusting the weight values of individual criteria. In summary, the evaluation criteria developed in this study can be employed whenever it is necessary to determine the value of existing web-based instruction systems. However, the criteria may also be used as reference points for the design and selection of quality e-learning systems.