臺灣博碩士論文加值系統

本研究目的為探討使用 MOOCs 平台進行護理教育訓練之可行性研究。研究方法為透過文獻探討，並使用 Krippendorff's 於 1980 年提出的內容分析方法，回答內容分析六個必要的問題。
本研究使用 Google Scholar 作為主要的搜尋平台，搜尋關鍵字與"Nursing Education"以及"Massive Open Online Courses"相關的研究文獻，作進一步的分析。分析結果顯示整體上 MOOC 具有兩大特徵：連
結主義（connectivism）與自我導向學習 (self-directed learning) ，此結果與護理教育的兩大特徵：批判性思考 (critical thinking skills) 與模擬 (simulation) ，有所共同點。

The purpose of this study is to determine the feasibility of incorporating Massive Open Online Courses (MOOCs) into Nursing Education. The research method of content analysis was used to achieve this objective and during the process, this study also addressed Krippendorff's (1980) six questions that is vital to any content analysis.

Google Scholar was the main medium chosen to perform research on the two main topics of interests, "Nursing Education" and "Massive Open Online Courses". Then further examination was conducted and connections were drawn between the key words found. The results from the study showed that overall, the two characteristics of MOOC, connectivism and self-directed learning, compliments with Nursing Education and the two characteristics of Nursing Education, critical thinking skills and simulation, agrees with MOOCs.

Recommendation Letter from the Thesis Advisor
Thesis/Dissertation Oral Defense Committee Certification
Acknowledgements iii
中文摘要 iv
Abstract v
Chapter One: Introduction - 1 -
1.1 Research Background and Motivation - 1 -
1.1.1 Importance of Training and Development - 2 -
1.1.2 Nursing Education - 3 -
1.2 Research Objective - 3 -
1.3 Research Question - 4 -
1.4 Research Boundaries - 4 -
1.5 Research Method and Content - 4 -
1.6 Thesis Structure - 5 -
Chapter Two: Literature Review - 6 -
2.1 Nursing Education - 6 -
2.1.1 The Types of Nursing Education - 7 -
2.1.2 Postgraduate Training - 9 -
2.1.3 Benefits of Postgraduate Training - 10 -
2.2 MOOCs - 12 -
2.2.1 History of MOOCs - 12 -
2.2.2 Types of MOOCs and its Providers - 14 -
2.2.3 MOOCs Defined - 15 -
2.2.4 The Two Sides of MOOCs - 16 -
2.2.5 Improving MOOCs - 18 -
2.3 Content Analysis - 21 -
2.3.1 Types of Content Analysis - 23 -
2.3.2 Steps in Content Analysis - 27 -
Chapter Three: Methodology - 28 -
3.1 Research Structure - 29 -
3.2 Research Process - 31 -
3.3 Research Sample - 32 -
Chapter Four: Results - 34 -
4.1 Further Analysis - 39 -
4.2 Self-directed learning and nursing: - 40 -
4.3 Critical Thinking and MOOCs - 42 -
4.4 Connectivism and Nursing - 44 -
4.5 Simulation and MOOCs - 45 -
4.6 Limitations - 49 -
Chapter Five: Conclusion - 50 -
References - 52 -
Appenendix A. Massive Open Online Courses Search Results - 65 -
Appendix B. Nursing Education Search Results - 82 -


List of Figures
Figure 2-1 Types of nursing education. (Sourced from Chang Gung
Memorial Hospital, 2016)....................................................................- 8 -
Figure 3-12Content Analysis Structure ..............................................- 29 -
Figure 3-2 Research Process..............................................................- 31 -


List of Tables
Table 2-1 Comparison between traditional learning and MOOCs ......- 17 -
Table 2-2 Pros and Cons of MOOCs..................................................- 18 -
Table 4-13Author and key words mentioned for MOOCs..................- 36 -
Table 4-24Author and key words mentioned for Nursing Education ..- 38

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