研究生: |
紀佩君 Chi Pei Chun |
---|---|
論文名稱: |
運用學習地圖理論於高齡者衛生教育之研究 The learning maps in elder health education instructional design |
指導教授: | 王鼎銘 |
口試委員: | |
學位類別: |
碩士 Master |
系所名稱: |
|
論文出版年: | 2012 |
畢業學年度: | 100 |
語文別: | 中文 |
論文頁數: | 94 |
中文關鍵詞: | 高齡老化 、衛生教育 、學習地圖 、數位學習 |
外文關鍵詞: | Aging person, Health education, Learning map, e-Learning |
相關次數: | 點閱:1 下載:0 |
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隨著醫療科技日新月異,人民生活水準提升,造成平均壽命延長,人
口結構高齡化,預計目前台灣2025年將進入超高齡社會。面對首當其衝高
齡者健康照護的問題,政府正積極倡導「健康促進、預防醫學」的衛生教
育觀念。 進入數位網路科技化時代,隨著高齡者具備電腦操作經驗的比例
日益增加,數位學習網路教學成為衛生教育普遍的學習方式,然而目前發
展的數位衛生教育教材是否適合高齡者學習成為數位衛生教育推動的議題。
因此本研究主要針對高齡者學習特質,運用學習地圖理論於衛生教育課程
設計,開發適合高齡學習的線上衛生教育教材發展模式。研究問題主要探
討高齡者運用線性影片教材與非線性學習地圖式教材,兩種不同線上教學
方式對於高齡學習者進進行衛生教育學習是否不同。
研究採準實驗法,以雲嘉地區69名高齡者為研究對象,以大林慈濟醫
院開發的衛生教育課程「認識退化性膝關節炎」為知識內容,運用學習地
圖理論設計高齡者適用之衛生教育教材,將學習地圖理論融入教材介面設
計及摘要學習內容重點之教材設計。研究步驟包括對照組的高齡者觀看影
片教材活動以及實驗組利用非線性學習地圖式教材進行學習,並針對兩種
不同教學方式的學習成效及使用感受性蒐集資料進行分析。研究工具使用
包括基本資料調查、學習前測評量、學習後測評量及學習地圖使用感受問
卷。
研究結果顯示藉由非線性學習地圖式教材進行線上衛生教育學習比影
片學習方式更能提升高齡者的學習興趣與學習成效,非線性學習地圖式教
材的教學方式,在操作及使用的感受性上顯示高度滿意,研究結果未來可
作為開發高齡者數位教材之參考。
With advances of medical technology and rises of living standards, the
prolongation of life expectancy changes the population structure and it is expected
that Taiwan will become a hyper-aged society in 2025. Faced with the issues of health
care for the elderly , now the government actively promotes the concept of preventive
medicine. Thus the elderly health educations become more important then ever. As
digital network has become one of popular learning instruction method, recently
researches have focus on whether or not the current digital health instruction materials
suitable for the elderly.
The main purpose of this study was to use the learning maps theory in designing
the health education and analysis of elderly learning characteristics. Based on
quasi-experimental method, the procedure of this research took sixty-nine senior
citizens in Yunlin and Chiayi areas as study objects and divided into two groups which
are using linear film materials and nonlinear learning map materials. The research
instruments include background survey, pre-test assessment, post-test assessment, and
questionnaire.
The results show that by using the nonlinear learning map materials, the elderly
shows a high degree of satisfaction in manipulation and perception of using nonlinear
learning map materials. This indicated that when proceeding online health education
learning, we can promote the learning interests and learning effects of the elderly
better by nonlinear learning map materials than by watching videos learning methods.
Suggestions for further research were included at the end of the thesis.
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