磨課師與翻轉教室已經引發全球高等教育的數位海嘯，但如何善用現有磨課師線上資源以促進深度學習並提升傳統高教機構價值之研究卻付之闕如。本論文回顧並統整磨課師/師博課特點、學生為中心教學策略（包含：翻轉學習、深度學習、同儕互評）並從生命科學領域中教師過度講述、缺乏小組協同學習等難點進行學科本位研究。
本論文以設計本位研究法為基礎，系統性整合問卷、訪談、能力評量、觀課紀錄等質性與量化資料，歷經一年半共三次迭代試驗發展出適用於在地高校的S-IDEAL翻轉教學模式，其步驟分別為：（1）自主學習（Self-paced video-based learning）、（2）提出疑惑（Identifying uncertainty in learning community）、（3）定義問題（Defining group- constructed question）、（4）闡發假設（Elaborating hypothesis through inquiry-based learning）、（5）廣及意見（Assembling ideas from multiple sources）和（6）促進反思（Leveraging reflection）。
研究結果顯示：（一）S-IDEAL教學模式不僅能夠顯著提升學習成效，逐步提升問題發現以及問題解決能力，更能夠提升學生高層次的學習表現；（二）結合實體與虛擬的學習環境之S-IDEAL教學模式，學生在掌握核心學科內容、批判思考與複雜問題解決能力、協同工作、發展學術思維皆等深度學習素養在九週後皆顯著提升；（三）在電腦輔助協作學習情境中，學生能善用廣泛網路資源（如：期刊、影片、網站、MOOCs等）於探究式問題解決歷程，深化問題討論的質量與層次；（四）學生、老師在S-IDEAL教學模式中扮演多元卻不同傳統的角色，學生認為自己趨向較積極的角色（會議參與者、學者、知識傳遞者等），教師的角色則成為教練、學習促進者、評量及課程設計者等。
本研究以證據驅動、迭代改善、扎根經驗所發展的生命科學領域之S-IDEAL創新教學模式可作為未來高等教育機構採用磨課師作為師博課深度學習的參照模式。本論文歸納促進深度學習之科技能供性角色並分析學習行為以提供未來磨課師/師博課平台設計以及學習策略之建議，對於高教教師、高等教育機構、平台設計者、教育政策都極富參考價值。

Although MOOCs and flipped classrooms have triggered the digital tsunami in higher education, how to make the most use of existing MOOCs resources to promote deeper conceptual understanding and therefore add values to traditional postsecondary institutes remains unclear. Based on the disciplinary difficulties in life science such as over-lecturing and lack of collaborative learning, this thesis reviews, identifies, and integrates features of MOOCs/SPOCs and student-centric pedagogies to conduct a Discipline-Based Education Research for one and a half year.
Using Design-Based Research, this thesis systematically collects qualitative and quantitative data from interviews, questionnaires, pre-/post-tests, classroom observation, and video record to develop residential-university-based S-IDEAL flipped model through three iterations. The proposed and certified S-IDEAL steps are: (1) Self-paced video-based learning; (2) Identifying uncertainty in learning community; (3) Defining group-constructed question; (4) Elaborating hypothesis through inquiry-based learning; (5) Assembling ideas from multiple sources; and (6) Leveraging reflection.
The results show as follows. First, the S-IDEAL model not merely significantly improves learning effectiveness and gradually develops problem finding/solving ability, but also enhances the higher-order learning performance. Second, the deeper learning competences of learners’ including academic content, critical thinking and complex problem solving, collaborative working, and academic mindset have significantly improved after nine weeks. Third, in the context of computer-supported collaborative learning (CSCL), students can make good use of the Internet resources (such as journals, videos, websites, MOOCs and so on) in the process of inquiry-based problem solving, deepening the quality and levels of discussion. Fourth, the students, teacher, and teaching assistants play diverse but untraditional roles in S-IDEAL model. Students become more active roles, such as conference participants, scholars, and knowledge transmitters while the teacher acts as coaches, learning facilitators, assessment and curriculum designers.
The evidence-based, iterative-driven, and grounded innovative S-IDEAL model especially for life science could be a deeper-learning reference model for higher education institutes that aim to deploy MOOCs for SPOCs. This thesis concludes the technology affordances for promoting deeper learning as well as analyzes the underpinning learning behaviors to provide with MOOCs/SPOCS pedagogical insights. This thesis serves as a systematical and constructive reference for higher education institutes, instructors, platform designers, and educational policy makers.

致謝 i
摘要 iii
Abstract v
目次 vii
表目錄 xi
圖目錄 xiii
第一章 緒論 1
1.1 研究背景與動機 1
1.1.1 MOOCs引發高等教育海嘯 1
1.1.2 MOOCs學習應用的研究缺口 3
1.2 研究重要性 4
1.3 形塑研究框架 6
1.4 研究目的與研究問題 7
1.5 名詞解釋 8
1.5.1 磨課師（MOOCs） 8
1.5.2 師博課（SPOCs） 8
1.5.3 翻轉教室（Flipped classroom） 8
1.5.4 深度理解（Deeper conceptual understanding） 8
1.5.5 深化學習素養（Deeper learning competences） 8
第二章 文獻探討 9
2.1大規模開放線上課程MOOCs 9
2.1.1 MOOCs的緣起、發展與特色 9
2.1.2 不同類型與教學法主導的MOOCs：xMOOCs, cMOOCs 12
2.1.3 從MOOCs走向SPOCs 16
2.2 學生為中心的教學策略 20
2.2.1 翻轉教室/學習 20
2.2.2 深化學習 28
2.2.3 同儕互評 32
2.3 生命科學教育 35
2.3.1 學科本位研究 35
2.3.2 生命科學教育 38
2.3.3 電腦輔助生命科學學習之研究 39
第三章 研究方法 43
3.1 設計本位研究 43
3.1.1 設計本位研究定義與特點 43
3.1.2 設計本位研究作為研究方法 45
3.2 研究情境與對象 47
3.2.1 研究情境 47
3.2.2 學習環境 48
3.2.3 研究對象 50
3.2.4 分組方式 53
3.3 研究流程與設計 54
3.3.1 第一階段：初探— MOOC融入翻轉SPOC課程初探 54
3.3.2 第二階段：修改— 基於協作問題解決的深化學習設計 55
3.3.3 第三階段：發展— 精緻化S-IDEAL模式與實踐 55
3.3.4 研究設計 56
3.4 研究工具 60
3.4.1 系統/細胞神經科學能力測驗（前測） 60
3.4.2 系統/神經細胞科學期中/期末理解測驗（後測） 60
3.4.3 系統/細胞神經科學高層次整合性寫作（後測） 61
3.4.4 學習經驗問卷 61
3.4.5 同儕互評教師評分紀錄 63
3.4.6 教師、助教、學生之半結構訪談與觀課反思筆記 64
3.4.7 學生講解簡報 65
3.4.8 學生線上平台討論紀錄 65
3.4.9 實體課堂影像紀錄 65
3.5 資料收集與分析 66
第四章 ShareCourse系統平台 67
4.1 ShareCourse平台簡介 67
4.2 ShareCourse平台網頁端功能 68
4.3 ShareCourse平台行動端功能 72
4.4 ShareCourse平台作為本研究之主要學習平台 74
第五章 研究結果與討論 75
5.1 研究一：SPOC融入神經科學課程初探 75
5.1.1平台功能、學習素材使用與學習經驗 75
5.1.2學習滿意度與學習成就表現 81
5.1.3 線上討論與高層次學習的關係 84
5.1.4 SPOC教學模式的機會與挑戰 85
5.1.5 反思與討論 88
5.2研究二：運用S-IDEAL模式促進深度概念理解 94
5.2.1 學習成就表現 94
5.2.2 學習感受、學習活動與平台使用 102
5.2.3 小組協作學習行為分析 116
5.2.4 學習困難、影片設計與平台改善 122
5.2.5反思與討論 127
5.3研究三：S-IDEAL模式精緻化與實踐 132
5.3.1 學習成就表現 132
5.3.2 學習行為分析 138
5.3.3 學生對於S-IDEAL教學模式之感受 141
5.3.4 S-IDEAL模式中學生、老師及助教角色 145
5.4 三階段要點歸納 149
5.5 綜合討論 151
5.5.1 S-IDEAL模式是否能作為生命科學領域創新教學法？ 152
5.5.2 因應MOOCs帶來的高等海嘯—以本研究為視角 157
5.5.3角色之意義於資訊中介之時代 162
5.5.4 S-IDEAL模式如何以學生為中心？ 164
5.5.5 研究建議：MOOCs/SPOCs對於高等教育之啟示 167
第六章 結論與未來研究 169
6.1 研究貢獻 169
6.2 各階段要點歸納 170
6.3 研究結論 172
6.4 研究限制與未來研究 172
參考文獻 175
附錄一：清華磨課師系統神經科學學習經驗問卷（2015春） 189
附錄二：清華磨課師細胞神經科學學習經驗問卷（2015秋） 195
附錄三：清華磨課師系統神經科學學習經驗問卷（2016春） 205
附錄四：細胞神經科學能力測驗前測試題卷 213
附錄五：系統神經科學能力測驗前測試題卷 221
附錄六：第一階段教師訪談大綱 228
附錄七：第一階段助教訪談大綱 230
附錄八：第一階段學生訪談大綱 232
附錄九：第二階段老師/助教訪談大綱 233
附錄十：第二階段學生訪談大綱 234
附錄十一：第三階段老師/助教訪談大綱 235
附錄十二：細胞神經科學高層次整合性寫作（2015秋） 236
附錄十三：系統神經科學高層次整合性寫作（2016春） 237

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