我國公務人員混成課程學習滿意度之研究

The Study of Blended Course Learning Satisfactions of the Civil Service in the Republic of China

孟繁宗(Fan-Tsung Meng)

指導教授 ： 黃人傑博士

國立臺灣師範大學/教育學院/政治學研究所在職進修碩士班/碩士(2005年)

摘要

校所名稱：國立臺灣師範大學政治學研究所
論文題目：我國公務人員混成課程學習滿意度之研究
畢業時間：2006年（九十四學年度第二學期碩士學位論文摘要）
研究生姓名：孟繁宗 指導教授：黃人傑
論文摘要：
本研究旨在探討「我國公務人員混成課程學習」之滿意度。為達成研究目的，編製「混成課程滿意度問卷」，其內容除「個人基本資料」外，包含「整體滿意度問卷」、「電腦使用能力問卷」及「人格特質」等量表為研究工具。
本研究以公務人力發展中心2005年混成課程5類10班別22期次、共計660位學員為研究對象，共發出556份問卷，回收452份問卷，其中53份為無效問卷，有效問卷為399份，有效回收率為71.76%。所得資料以SPSS 10統計分析後，獲得相關研究結論，以供推動混成學習及未來研究之參考。
研究結果如下：
一、學員不同背景變項對於「混成學習之課程設計，有助於課程目標的達成」的看法並無顯著不同。
二、人口背景變項與電腦態度之電腦焦慮、電腦信心、電腦有用性、電腦使用能力，以及線上學習滿意度有部分顯著相關；與電腦態度之電腦喜歡，以及混成學習滿意度並無顯著相關。
三、內控型人格特質的學員，具有較正向的電腦態度。
四、具較正向電腦態度的學員，其線上學習及混成學習的滿意度均較高。
五、內控型人格特質的學員，其電腦使用能力較佳、混成學習滿意度較高；電腦使用能力較佳者，其混成學習滿意度亦較高。
六、學員在線上學習或混成學習的滿意度主要是受其電腦使用能力的影響。
七、不同參加研習原因的學員，在線上學習或混成學習滿意度並無顯著差異。
八、學員的背景與其參加研習原因，在線上學習滿意度上有顯著的交互作用。
最後，根據研究結果與討論，本研究分別對參訓學員、線上課程及其人機介面、混成學習課程相關規劃、政府相關部門及未來相關研究分別提出建議。

關鍵字

混成學習 ； 線上學習 ； 數位學習 ； 訓練評估 ； 學習滿意度

並列摘要

National Taiwan Normal University Graduate Institute of Political Science
The Study of Blended Course Learning Satisfactions of the Civil Service in the Republic of China
Student: Meng Fan-Tsung Advisor: Huang Jen-Chieh
Abstract：
The purpose of this research is to evaluate the satisfactions of “Blended Course Learning of Civil Servants in the Republic of China”. In order to achieve the research purposes, a learning satisfaction questionnaire for Blended Course was established. The items of the questionnaire include not only“Individual Basic Information”, but also some scales for study tools such as “Questionnaire for Overall Satisfactions”, “Questionnaire for Computer Competence”, “Personality Traits” and so on.
This research is targeted on 660 participants from 10 classes of 22 blended courses in 2005 at the Civil Service Development Institute. Totally 556 questionnaires were delivered, while 452 of which were returned with 53 invalid. As a result, the number of effective questionnaires is 399, and the effective returns-ratio is 71.76%. All the data were statistically analyzed via SPSS 10 to obtain these research conclusions, which will provide valuable information for the promotion and further study of the development of blended learning in the future.
8 major results found in this research are as follows:
1. The participants with different backgrounds existed no significant differences regarding to the issue of the“Designs of blended course learning in contributing to the achievement of the course goal”.
2. The population background variations partly significantly correlated to the computer attitudes of computer anxiety, computer confidence, computer usefulness, computer competence and on-line learning satisfactions, while no significantly correlated with the computer attitudes of computer liking and blended learning satisfactions.
3. Participants with internal control personality have more positive computer attitude.
4. Participants with positive computer attitude have higher satisfactions with on-line learning and blended learning.
5. Participants with internal control personality have better computer competence and higher satisfactions of blended learning; the participants with better computer competence also have higher satisfactions of blended learning.
6. The satisfaction of on-line learning or blended learning is influenced mainly by computer competence of participant.
7. The participants with different studying motives have no significant differences in on-line learning or blended learning.
8. Participants’ backgrounds and their studying motives have apparent reciprocation in on-line learning satisfactions.
According to the study results and discussions, suggestions were proposed to the following issues, these include: training course participants (attendees), on-line course and man-machine interface, planning of blended course learning, related government departments as well as relevant research in the future.

並列關鍵字

blended learning ； on-line learning ； e-Learning ； training evaluation ； learning satisfactions