The Study of Adaptive E-Learning Push Delivery System
Construction and the Psychological Learning Process
Wen-Cheng Yan
National PingTung University of Science and Technology. Department of MIS
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E-mail: [email protected]
Abstract
This study is mainly to explore the imperative issues of engaging in the process of construction adaptive e-learning system, so as not only to become a referential foundation both for the practical and academic arena to embark suck kind of
researches, but also build up a adaptive learning system to provide applicative vehicle for e-learning, and introduce it into practice through practical operating process, and verify whether construction e-learning web sites meet the expectation of aboriginal students or not in terms of personalization. The subjects of empirical analysis are the Ru-Kai indigenous junior school students who were randomly sampled into
experimental group and contrastive group, which the former used the E-learning system developed by the author, and the latter used general e-learning web sites prepared by the council of indigenous peoples, Executive Yuan. The two groups would learn on their web sites for four weeks, then the author would explore the phenomenon of their psychological learning process by qualitative analysis method.
The study found that both groups showed more and more differentiating phenomenon in the cognition, mindset, motive, attitude and perception during their psychological learning process, no matter they used personalized or general E-learning system. Therefore, the contribution of this study lays on presenting a set of applicative vehicle models for Adaptive e-learning system in terms of the value for the aboriginal peoples to use e-learning. Secondly, the contribution lays on the value of practical application that verifies the system could recommend effective learning interfaces during learning by the personalized e-learning system and meet the expectation of learners.
壹﹒前言
四﹒網站的建置 發展好的教材還是必須要實際建置到系統中，才能確保學習者學習時不會出 問題。因此之故，建置階段工作主要有組裝教材與平台整合等項目。在數位學習 網站建置的部份，採用典型三層式架構（Three-tier）的方法，分別為展示層、邏 輯層和資料層等。茲將各層說明如下： 一、展示層方面：瀏覽器介面和網際網路，採用 HTTP 的方式遠端登入到系統。 二、邏輯層方面：採用 Microsoft Windows2000 Advanced Server 做為伺服器作業
平台。
陸﹒結論
本研究採用質化的深度訪談法來分析應用適性化數位學習與一般性數位學 習在學習心理過程裡的認知、想法、動機、態度及感覺上的相互差異，除了是否 願意繼續使用數位學習網站的動機沒有差異外，其它在認知、想法、態度及感覺 上均有逐漸差異現象。因此，使用適性化數位學系統較符合學習者的學習期望。 雖然數位學習網站正在全球被廣泛的研究，但是根據文獻回顧整理發現，研 究原住民族數位學習網站相關議題寥寥無幾，僅有少數的文獻是關注在原住民族 數位落差及數位學習屬性上探討學習者的學習成效等。然而，從相關數位學習文 獻中，我們不難發現學者常忽略學習者在使用數位學習的心理過程等問題，處在 不同的自然環境，發展學習事物過程變的多元化，不同的族群，其在認知發展上 會建構不同的知識，思考邏輯上也因為文化因素影響個人的表現行為，這些知識 都是來自生活周遭的環境。本研究針對適性化數位學習網站重要議題，提出一套 完整的網站建置歷程，並實際操作數位學習網站，驗證發展出的適性化數位學習 網站的可行性，作為改進原住民族數位學習網站之依據。柒﹒參考文獻
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