eLearning的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列懶人包和總整理

Pedagogy of Tele-Proximity for Elearning: Bridging the Distance with Social Physics

為了解決eLearning的問題，作者Themelis, Chryssa 這樣論述：

This book examines networked science and the pedagogy of tele-proximity, a paradigm that integrates eLearning theories, information technology and visual media competencies. The book conceptualises the idea of tele-proximity as a means to foster diversity and human to human contact online. It uses t

he lens of social physics and considers how to bridge the distance in eLearning, examining social connections, collective intelligence and personal wellbeing. The book draws on qualitative and quantitative research in higher education to form fine-tuned eLearning networks that achieve demosophia, th

e core of democracy. It charts the progress of technology-enhanced learning approaches and shows the need for a sound pedagogical framework that is holistic and sustainable to promote mindful presence.Contributing to the literature on eLearning, this timely book will be of great interest to educatio

nal philosophers, policy makers, educators, researchers and students in the field of distance education. Dr Chryssa Themelis is an educational researcher at the Norwegian University of Science and Technology, Norway. Her research involves technology-enhanced learning, and digital innovation.

eLearning進入發燒排行的影片

數位學習對國小學童學習成效影響──以籃球運球上籃為例

為了解決eLearning的問題，作者張芊芊 這樣論述：

　　本研究旨在探討教師運用數位學習平台及影音媒體於健康與體育領域課程，對國小五年級學童之學習成效、籃球運球上籃動作表現之影響。本研究採用準實驗研究法，以高雄市某國小五年級一個班級28人作為研究對象，分成實驗組「數位學習組」14人，身高143.11±7.58公分、體重36.71±10.43公斤；控制組「實體授課組」14人，身高141.36±7.96公分、體重39.00±13.27公斤，進行8週共16節實驗教學。本研究以籃球運球上籃動作檢核表作為研究工具，以獨立樣本單因子共變數分析及相依樣本t檢定檢視兩組學生之前、後測分數有無顯著差異。本研究結果如下：實驗組學生在前測總得分為65.00±34.5

8分，後測為72.85±30.49分，p值為.010；控制組學生在前測總得分為46.42±25.60分，後測為59.28±26.73分，p值為.004，兩組前、後測共變數分析F值=1.08、p值=.309，未達顯著水準。綜上所述，可得以下結論：數位學習的介入，對實驗組在籃球運球上籃動作的表現有顯著正向影響，提升了學習成效，但與控制組無顯著差異。

Moocs in Times of Crises: Reflections and Future Paths Based on the Covid-19

為了解決eLearning的問題，作者 這樣論述：

Dr. Ahmed Tlili is the Co-Director of the OER Lab at the Smart Learning Institute of Beijing Normal University, China. He serves as the Associate Editor of the IEEE Bulletin of the Technical Committee on Learning Technology, and the Journal of e-Learning and Knowledge Society. He is also a Visiting

Professor at UNIR University, Spain, and an expert at the Arab League Educational, Cultural and Scientific Organization. Dr. Tlili has been awarded the IEEE TCLT Early Career Researcher Award in Learning Technologies for 2020. He has edited several special issues in several journals. He has also pub

lished several books, as well as academic papers in international referred journals and conferences. He is serving as a local organizing and program committee member in various international conferences, and as a reviewer in several refereed journals. Dr. Tlili is the Co-Chair of IEEE special intere

st group on ＂Artificial Intelligence and Smart Learning Environments＂ and APSCE’s Special Interest Group on ＂Educational Gamification and Game-based Learning (EGG)＂. His research interests include, disability, open education, game-based learning, educational psychology and artificial intelligence.Dr

. Daniel Burgos works as a Full Professor of Technologies for Education & Communication and Vice-rector for International Research, at Universidad Internacional de La Rioja (UNIR). In addition, he is a Professor at An-Najah National University in Palestine. He holds the UNESCO Chair on eLearning and

the ICDE Chair in Open Educational Resources. He also works as Director of the Research Institute for Innovation & Technology in Education. His research mainly focuses on Educational Technology & Innovation: Adaptive/Personalised and Informal eLearning, Open Science & Education, Learning Analytics,

Social Networks, eGames, and eLearning Specifications. He has published over 150 scientific papers, 4 European patents, 14 authored books and 21 edited books or special issues on indexed journals. He has been involved in +55 European and Worldwide R&D projects, with a practical implementation appro

ach.Dr. Maiga Chang is currently a Full Professor at the School of Computing and Information Systems, Athabasca University, Canada. He has given more than 105 talks and lectures in different conferences, universities, and events. He has participated in more than 310 international conferences and wor

kshops as a Program Committee Member. He has (co-)authored more than 225 edited books, special issues, book chapters, journal and international conference papers. His research focuses on game-based learning, training and assessment, learning behavior pattern analysis and extraction, learning analyti

cs and academic analytics, data mining and artificial intelligence, health informatics, natural language processing, intelligent agent technology, multi-agent systems, mobile health, mobile learning, and ubiquitous learning.

探討遊戲化驅動力與科技接收模式對消費者使用意願的影響

為了解決eLearning的問題，作者劉銥 這樣論述：

本研究以電商平台拼多多APP為例，探討遊戲化驅動力與科技接收模式對消費者使用意願的影響。研究分為兩部分，第一部分以周郁凱（2015）提出的Octalysis八角框架中的八項遊戲化驅動力，包括「使命」、「成就」、「賦予創造力」、「所有權」、「社會影響力」、「稀缺性」、「不確定性」、「避免」，討論其與使用意願的關係；第二部分觀察科技接受模型及其後擴展模型中的「知覺易用性」、「知覺有用性」、「知覺娛樂性」其與使用意願的關係。本研究透過網路問卷共蒐集364份有效樣本，其中女性佔比70.6%。經過統計分析發現，遊戲化驅動力中「成就」對消費者使用意願有正向顯著影響，科技接收模式中的「知覺易用性」、「知覺

有用性」、「知覺娛樂性」對使用意願有正向顯著影響。本研究為學界貢獻了遊戲化驅動力、科技接收模式與消費者使用意願關係的參考模型，研究結論也可為業界更準確地利用遊戲化設計提供建議方向，進而有助於未來遊戲化產業的永續發展。