本研究旨在探討工程系所學習者學習能力、學習策略、遠距教育實施,以及數位教材輔助,對其學習成效之影響,並建立諸此影響因素對學習成效的預測模型。研究團隊先就因素建構組(n=173)進行探索性因素分析以建立各變項的適切因素結構,再以因素驗證組(n=1,150)進行驗證性因素分析,並建立結構方程模型。本研究結果顯示,學習能力和學習策略(自變項)能透過遠距教育實施和數位教材輔助(中介變項)對學習成效(依變項)產生顯著的影響。其中學習能力對學習成效的影響優於學習策略,而數位教材輔助對學習成效的影響優於遠距教育實施,這些研究結果均對工程教育在實施遠距教育時,有實務應用上的意涵。
This study examined the effects of learning ability, learning strategy, distanceeducation implementation, and online-material assistance on the learning effects of engineering majors. Sample 1 (n=173), which served as a calibration group, was collected to test the appropriate factor structure by using exploratory factor analysis. Sample 2 (n=1,150), which served as a validation sample, was collected to confirm the established factor structure by using confirmatory factor analysis. Based on the analyses, a predictive model of learning effects was established. The results revealed that learning ability and learning strategy influenced learning outcome through both distance-education implementation and online-material assistance. The effects of learning ability on learning outcome were superior to those of learning strategy, whereas the effects of online-material assistance on learning outcome were superior to those of distance-education implementation. The results provide practical and theoretical implications for engineering educators in implementing distance education.
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