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Introduction
@Henry So
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Contents
Explore the innovative use of technology
Basic types of e-learning courses and their
components
How to integrate e-learning with traditional
face-to-face training
Trends in Instructional Design
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Why develop learning resources that
integrate technology?
學習科技及資源的發展與學習之間有甚麼關係？目的為何？
Effective?
Offer various instructional methods, e.g. associated feedback,
personalizing learning paths
Low cost?
Developing e-learning with multimedia and highly interactive methods
is more expensive than preparing classroom materials!
Wider target audience?
No geographical barrier, no time constraint 影片分享：[Link]
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在 Moodle 中選擇「活動一」連結，就觀看影
片內容後，在討論區中發表你的觀點及回應其
他同學的意見。
討論議題：
學習科技及資源的發展與學習之間有甚麼關係？
目的為何？
為甚麼它對教學很重要？
活動（一） 哪些是常用的電子學習資源？
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Is e-learning a worthwhile option?
John is a senior manager in a non-governmental
organization (NGO).
Among its activities, the organization provides
training on food security to practitioners from several
developing countries.
Due to the increasing number of requests for training
from different countries, John is considering the
option of including e-learning in the organization’s
training plan.
He now would like to know if e-learning is convenient
for the organization and if it can ensure the same
effectiveness as traditional training.
學習範式的變化
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Develop e-learning in PVE
Adult learners share some characteristics that are different from those of
fulltime students, which influence the design of learning programmes
Adult learners:
understand the benefits of learning and why it is important
prefer experientially learning
approach learning as a problem-solving process
learn more effectively when they can see the immediate value and application of
the content
prefer to study at a time, place and pace convenient for them
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Can e-learning be used to develop any
type of skill?
Cognitive skills (認知能力)
involve knowledge and comprehension (e.g. understanding scientific concepts),
following instructions (procedural skills), and applying methods in new situations to
solve problems (thinking skills)
Interpersonal skills (社交能力)
e.g. skills involved in active listening, presenting, negotiating, etc.
Psychomotor skills (精神運動技能)
involving the acquisition of physical skills and movements (e.g., participating in
sports or driving a vehicle)
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How can e-learning address these diverse
domains?
Most e-learning courses are developed to build cognitive skills
Within the cognitive domain, thinking skills may require more interactive
e-learning activities because those skills are learned better “by doing”
Addressing learning in the interpersonal domain through e-learning can
involve specific methods
For example, interactive role playing with appropriate feedback can be
used to change attitudes and behaviours
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Questions to ask before you choose e-
learning
What is the relative cost of each type of training?
Is learning best delivered in one unit or spread out over time?
Does it address a short-term or a long-term learning need?
Do participants have access to the necessary computer and communication
equipment?
Are participants sufficiently self-motivated for e-learning or self-study modes of
learning?
Do target participants’ time schedules and geographic locations enable
classroom-based learning or other types of learning?
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e-learning is a good option when…
there is a significant amount of content to be delivered to a large number of learners
learners come from geographically dispersed locations
learners have limited mobility and time to devote to learning
Some learners have challenges with listening and reading skills
learners are highly motivated to learn and appreciate proceeding at their own pace
content must be reused for different groups of learners in the future
training aims to build cognitive skills rather than physical skills
there is a need to collect and track data
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e-learning approaches
Two general approaches to e-learning: self-paced and instructor-led
Self-paced e-learning:
Learners have access to e-learning courseware, which can be enhanced by
additional resources and assessments
This courseware is typically hosted on a web or cloud server, allowing learners to
access it through an online learning platform
Learners can progress at their own pace and create personalized learning paths
tailored to their individual needs and interests
E-learning providers are not responsible for scheduling, managing, or tracking
learners throughout the learning process.
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e-learning approaches
Instructor-led e-learning:
A linear curriculum is designed to integrate various content elements
and activities into a chronological course or syllabus
The course is conducted and supervised by an instructor using an
online learning platform
E-learning content for individual study can be combined with
instructor-led lectures, individual assignments, and collaborative
activities among learners
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e-learning content
Simple learning resources
non-interactive resources such as documents, PowerPoint
presentations, videos or audio files
Interactive e-lessons
a linear sequence of screens that can include text, graphics,
animations, audio, video and interactivity in the form of questions and
feedback
Electronic simulations
a learning environment that “simulates” the real world, allowing the
learner to learn by doing
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e-learning content
e-tutoring
provide individual support and feedback to learners through online
tools and facilitation techniques
Collaborative learning
activities range from discussions and knowledge-sharing to working
together on a joint project
Virtual classroom
an instructor teaches remotely and in real time to a group of learners
using a combination of materials (e.g. PowerPoint slides, audio or
video materials)
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Quality of e-learning
Learner-centred content (學習者為本)
E-learning curricula should be relevant and specific to learners’ needs, roles
and responsibilities in professional life
Granularity (層次分明)
E-learning content should be segmented to facilitate the assimilation of
new knowledge and to allow flexible scheduling of time for learning
Engaging content (吸引內容)
Instructional methods and techniques should be used creatively to develop
an engaging and motivating learning experience
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Quality of e-learning
Interactivity (互動)
Frequent learner interaction is needed to sustain attention and
promote learning
Personalisation (個性化)
Self-paced courses should be customizable to reflect learners’
interests and needs
Instructor-led courses, tutors should be able to follow the learners’
progress and performance individually
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教學設計的趨勢
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教學設計的趨勢
AI-powered Learning 人工智能驅動的學習
借助人工智能，我們現在可以更快地創建學習內容，建立個人化
的學習體驗，並透過人工智能支援的分析更準確地了解學習者的
進度。
你可以請人工智能助理提出課程想法、撰寫內容，甚至改進線上
課程設計。
許多電子學習平台正在積極應用生成式人工智能，並將人工智能
融入其中。
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教學設計的趨勢
Game-based Learning (Gamification) 遊戲式學習
使用積分、徽章和排行榜等激勵性遊戲機制來提高學員的學習方
法。
透過有趣的競爭和獎勵來激勵學習者，激發成就感和視覺化自己
進步的能力，從而鼓勵持續學習。
可以透過遊戲化場景和模擬來豐富學習體驗，幫助學習者培養解
決問題的技能。亦可以實施角色扮演、對話模擬和其他互動，以
鼓勵學習者應用相關知識並做出適當的決定。
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教學設計的趨勢
Mobile Learning 行動學習
行動學習提供靈活、便利和無障礙的學習便利。
學習者可以隨時隨地存取教育內容。
行動學習的另一個好處是離線訓練的可能性。這對於在偏
遠地區或網路連線有限的學員特別有用。
非常適合自定進度學習。
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教學設計的趨勢
Virtual Reality and Augmented Reality 虛擬實境與擴增實境
透過在現實環境中提供虛擬實作訓練的模擬來豐富學習。
讓學習者參與現實生活場景、促進互動和體驗式學習。
為原本沉悶的學習增添趣味，並將學習體驗提升到一個新的
水平。
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教學設計的趨勢
Multimodal Learning 多模態學習
老實說，沒有人喜歡看有枯燥文字的 PPT。
使用多種模式的內容傳遞使學習體驗更加多樣化和互動。
在課程內容中使用的媒體格式和類型包括文字、圖像、視
訊、音訊、模擬和各種互動元素。
當以適當組合和建構時，可確保合適的動態學習節奏和有
效地讓學習者參與學習過程。
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教學設計的趨勢
Social Learning Platforms 社交學習平台
LMS 平台已成為有效溝通的教育和協作的便利系統。
社交學習平台不僅僅是用於課程分發的集中地。它提供學
習者互動、協作和分享資訊的功能。
即使您與遠距離的學員合作，也可以輕鬆保持聯繫、一起
工作並感受到團隊的歸屬感。
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教學設計的趨勢
Data-driven Instructional Design 數據驅動的教學設計
教學設計現在可以從數據分析中受益，以追蹤學員的進度、
識別趨勢並評估學習進度。
由於數據分析是完全自動化的，教育工作者可以接收持續
的數據更新，並即時了解學員的學習情況。
數據分析可以幫助教育工作者向個別學習者提供個人化的
建議。
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知識內容
學習教材、資源、參考資料
練習、評估
認知工具
溝通
協作
分享
教育科技的角色 訊息搜尋、展示、組織、整合和創
造
One more thing …
Blended Learning (混合式學習)
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Blended learning
It integrates classroom-based teaching with online learning, thoughtfully
using the strengths of each modality
Online components may include lectures, readings, interactive
exercises, or assessments, while in-person sessions focus on discussion,
collaboration, or application of knowledge
It allows for asynchronous (self-paced) and synchronous (real-time)
activities, catering to different learning needs
It can enhance student engagement, learning outcomes, and
accessibility
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Further readings
Keengwe, J. (2018). Handbook of research on blended learning pedagogies and professional
development in higher education. Hershey, Pennsylvania. IGI Global.
Jones, V. (2004). Ubiquitous Learning Environment: An adaptive teaching system using
ubiquitous technology. In Beyond the comfort zone: Proceedings of the 21st ACILITE conference.
Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators
as gatekeepers: Preparing the next generation of teachers for technology integration in
education. British Journal of Educational Technology, 50(3), 1189-1209.
柯志恩. (2021). 疫情下後設認知理論對線上自主學習的啟示. 臺灣教育評論月刊, 10(11), 62-67.
鏗鏘集 「電子學習」 - [Link]
CN 瀏覽日期：28/8/2025。