傳統E-Learning一直存在學習教材不足的問題。然而，隨著多媒體資訊爆炸時代來臨，有愈來愈多的教育資源可開放使用，再加上資通訊技術不斷創新演進，將不斷改變知識呈現的方式。 本篇論文透過相關文獻探討，提出整合不同學習資源以解決多媒體教材不足的問題。文中以「歷史文學」通識課程為例，分析如何有效地建構輔助教材以支援學習活動。除了從教材設計及學習支援的角度上來分析，研究中更使用Design-Based Research，透過設計不同學習情境來了解教材偏好之議題。 在實作中不但使用 text mining 的技術，也整合了 GIS (Geographic Information System) 提供更創新的互動方式。此外，透過問卷來收集參與師生之使用心得及意見回饋，實際了解學生對教材設計的偏好程度。 研究發現較生動的呈現方式有助於吸引學生，並歸納出認知程度是設計教材之重要成功要素。希望藉由本文實際之發現及建議，提供數位媒體於通識教育的應用個案參考。 / With the different impact of instructions design, such as open educational resources, multimedia explosion and innovative ICTs (Information and Communication Technologies), it offers a possible clue in exploiting from new forms of interaction and knowledge sharing in the Web 2.0 Age. This thesis argues that traditional learning issues in the lack of online multimedia instructions could be solved by integrating various multimedia learning resources, for example in General Education and other learning areas. Therefore, a framework of composing learning contents from the analysis of multimedia learning evolution is presented. By proposing an innovated framework and an analysis of different granularity in learning contents, ontology illustrations and examples in OWL (Web Ontology Language) are discussed. Since the Design-Based Research can help to understand the learning phenomena through developing different kinds of learning materials. We base on the approach of Design-Based Research to evaluate e-Learning presentations and link up the prototype implementation with research objects. The study tries to present some of the problems arising when ICTs are integrated into learning environment and to provide suggestions of how to deal with the problems. Some questionnaires are designed, and it is applied to collect feedbacks of learners and as a suggestion of improving learning instruction. In sum, this experiment provides empirical evidence that shows that, in a general education class for community university students, presenting a material with GIS (Geographic Information System) platform is more attractive than presenting the text contents together with the picture or only the text. The results indicate that a vivid presentation can help students to understand the conveyed concept. While ICTs play an important role in facilitating learning materials, cognitive load issue is so important that should be taken into account seriously. As a result, instructional designers have come to recognize the real need for multimedia instruction from our findings and take care of multiple presentations that are sensitive to cognitive load. Finally, we mainly address that the logistic of General Education must rethink under the innovative concept and the help of ICTs.

本研究旨在歸納電腦輔助國中英語任務教學之設計原則，並探究學生在使用電腦軟體時的互動模式。同時，本研究期望能進一步了解，針對此一教師設計之電腦輔助英語教學軟體，學生在使用過程所遇到的困難及與學習夥伴互動的模式。 本研究採取質的研究方法，並且以設計本位研究的概念為架構。研究者先行設計出一套任務導向之電腦英語教學軟體，作為研究雛型。研究對象為九對高學習成就之國中生。研究時程分為三個階段，每個階段由三對學生者參與。藉由觀察及訪談，分析出學生(1)分別在三個階段所遇到的困難，以及(2)與夥伴互動的模式。在第一部份，先一一探討學生對於每個任務的反應，再歸納出重要的教學議題及軟體在下一階段所應作的修正。在第二部份，先討論學生在互動的過程所扮演的角色，再呈現訪談資料裡學生內心對於互動過程的感受。本研究發現，符合學生學習需求的軟體設計、教師所提供的心理支持、及學生互動的品質，皆是影響電腦英語教學成效之關鍵因素。 本研究根據以上軟體設計及學生互動的討論結果，進一步提供建議，以作為任務導向之電腦英語教學相關議題之研究參考。 / The purpose of this study is to derive useful insights and principles for the design of the computer-supported collaboration tasks and to explore patterns of learners’ interaction when working on the computer tasks. This study attempts to understand how learners react to the teacher-designed computer-supported collaborative learning tasks and how they work together with their partners. This study adopts qualitative approach methods within the design-based research framework. First, a task-based computer program is designed as a prototype. Then 9 pairs of high-achieving junior high school students are selected to use the software. Throughout the three cycles of implementation with three pairs of students in each, qualitative data are collected through direct observations and an interview. The results are presented according to the three cycles with a separate section on the participants’ interaction. In the three cycles, the participants’ reactions to each task within each scene are first described, and then pedagogical issues and design adjustments for the next cycle are discussed. In the interaction section, three roles taken by the participants across three cycles are identified, with a discussion on the participants’ viewpoints on their interaction. It is found in this study that the program design, the teacher’s support, and the nature of the learner’s interaction are the key elements affecting the outcomes of using this CSCL program. Finally, pedagogical implications and suggestions based on obstacles that the participants encountered during the program are discussed, with the discussion on limitations of this study and suggestions for further research.