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論文中文名稱:數位學習系統活動流程評估準則之建置:應用模糊分析層級程序法與關聯法則 [以論文名稱查詢館藏系統]
論文英文名稱:Establishment of Evaluation Criteria for e-Learning Process by Applying FAHP and Association Rule [以論文名稱查詢館藏系統]
院校名稱:臺北科技大學
學院名稱:管理學院
系所名稱:資訊與運籌管理研究所
畢業學年度:100
出版年度:101
中文姓名:林湘霖
英文姓名:Shiang-Lin Lin
研究生學號:99938015
學位類別:碩士
語文別:中文
口試日期:2012-06-11
論文頁數:83
指導教授中文名:王貞淑
指導教授英文名:Chen-Shu Wang
口試委員中文名:黃元巨;蕭文龍
口試委員英文名:Yuan-Chu Hwang;Wen-Lung Hsiao
中文關鍵詞:數位學習流程管理模糊分析層級程序法關聯法則
英文關鍵詞:e-LearningProcess managementFuzzy Analytic Hierarchy Process(FAHP)Association rule
論文中文摘要:隨著科技及網路飛速發展,傳統教學方式倍受衝擊,許多課程教材已轉為以數位教材(Courseware)的方式呈現及表達,也致使數位學習(e-Learning)蓬勃發展。然而,目前較少有關於評估數位學習活動流程之研究。本研究旨在對數位學習活動流程,訂定合適的評估要素與建置評估層級架構,進而制定完整的評估機制。本研究歸納Moodle及Wisdom Master兩大數位學習平台,擷取「測驗評分」與「學習互動」兩組常用之活動流程。由文獻彙整出三大評估構面,並針對「測驗評分」流程挑選出九項準則及二十項子準則;「學習互動」流程挑選出八項準則及十八項子準則。本研究實地對台灣地區三十位教師進行為期二個月的專家問卷訪談,再應用模糊分析層級程序法(FAHP)及關聯法則(AR),對整體專家問卷進行分析。最終,本研究取得各評估要素間之相對模糊權重、重要性排序及有用之關聯規則。由分析結果顯示,針對「測驗評分」流程,使用者普遍認為資料傳輸正確性與連結穩定性兩項準則最為重要;而針對「學習互動」流程,使用者最為在意的則是平台是否提供即時交流知識且能夠快速更新主題內容的互動平台;此外,經由關聯規則所透露出的信息顯示,在兩組活動流程中,「介面圖文編排」跟「資料傳輸正確性」皆息息相關。本研究結果可供數位學習系統發展之參考,並可做為數位學習流程管理之依據。
論文英文摘要:With the rapid development of technology and the Internet is becoming universal, many courseware has been transformed into a digital materials, resulting in the vigorous development of e-Learning platform. The e-Learning platform contains many activity processes, but also the function of each process is very different. Therefore, it requires different evaluation criteria for different e-learning processes. In this study, the Fuzzy Analytic Hierarchy Process method is used to evaluate the process of “practice score” and “Interactive learning”, then build a Hierarchical structure of evaluation. Three evaluation dimensions are obtained from the literature review, the 9 criteria and 20 sub-criteria are selected for the "test score" process; and 8 criteria and 18 sub-criteria are also selected for the "interactive learning" process. In this research, to visit 30 teachers for interviews with experts in Taiwan during two months, all respondents compare the various criteria for these two learning processes. Further, get the various elements of the fuzzy relative weights and the sequence of importance from the results of all respondents. Analysis showed that do exist significant differences in the criteria for evaluation of these two learning processes. Point to the "test score" process, the users generally considered the most important two criteria are data correctness and the stability of data link. For the "interactive learning" process, users are most concerned about whether the platform can provide real-time exchange of knowledge and can quickly update the subject matter with interactive platform. The results could be a reference for further development of e-Learning system, and can be used as the basis of the e-Learning process management.
論文目次:摘要 I
ABSTRACT III
致謝 V
目錄 Vi
表目錄 VIIi
圖目錄 X
第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究目的 3
1.3 研究限制 4
1.4 研究流程 4
第二章 文獻探討 7
2.1 數位學習 7
2.1.1 數位學習之定義 8
2.1.2 數位學習之功能與架構 11
2.1.3 數位學習之優點 12
2.1.4 數位學習之評估 13
2.2 流程管理 15
2.3 多準則決策方法 15
2.3.1 分析層級程序法 16
2.3.2 模糊分析層級程序法 18
2.3.3 模糊語意變數 20
2.4 資料探勘與關聯法則 21
2.4.1 資料探勘之定義 21
2.4.2 關聯法則 22
第三章 研究架構與方法 24
3.1 研究架構 24
3.2 數位學習平台功能架構比較 26
3.2.1 Moodle 26
3.2.2 Wisdom Master 29
3.3 流程評估 31
3.3.1 測驗評分流程 31
3.3.2 學習互動流程 34
3.4 多準則決策評估 37
3.4.1 遴選各層級評估要素 37
3.4.2 模糊分析層級程序法操作流程 41
3.5 關聯法則 50
第四章 問卷設計與分析 53
4.1 問卷設計 53
4.2 問卷對象 55
4.3 問卷分析 56
4.3.1 模糊權重計算與層級串聯 57
4.3.2 語意轉換 58
第五章 資料分析與實驗結果 60
5.1 相對模糊權重分析 60
5.2 層級串聯與重要性排序 62
5.3 分群分析 63
5.3.1 專家慣用系統分群分析 63
5.3.2 專家年資分群分析 66
5.4 關聯規則分析 68
第六章 結論與建議 70
6.1 結論 70
6.2 建議與未來展望 74
參考文獻 76
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