多元數位學習平臺與社群媒體之可用性、互動性與學習滿意度比較

Comparison of Usability, Interactivity and Learning Satisfaction Between Multiple Digital Learning Platforms and Social Media

施伯燁(Shih, Poyeh) ； 劉怡亭(Liu, Yi-Ting)

《教育傳播與科技研究》 119期 (2018/12) Pp. 47-57

https://doi.org/10.6137/RECT.201812_119.0004

摘要

為瞭解教師數位學習平臺之應用，以及學生學習滿意度。本研究針對moodle、LMS、APP數位學習平臺與社群媒體進行比較，探討不同學習平臺之可用性、互動性對學習滿意度之影響。研究方法以非隨機紙本問卷調查法為主，發放對象分為國內南、北部各一所綜合型大學學生，一共回收270份，有效問卷數為171份。本研究以五點式量表進行統計，發現不同數位學習平臺的學習滿意度以行動學習APP（M = 3.47）最高，其次為LMS平臺（M = 3.08）與社群媒體（M = 3.08）。因此，若是以資訊檢索為主的教學形態平臺選擇，建議以APP或LMS為主建立教學平臺。然而，社群媒體在師生互動性構面表現最佳，若是以師生互動為主的教學形態，適合以社群媒體建立教學平臺。值得注意的是，在導入行動學習APP 後，學生在可用性與學習滿意度均有提升。本研究建議，師生學習平臺的選用與教學媒體設計，應兼顧各式數位學習平臺優、缺點，多元建立平臺，拉近師生互動，加強資訊檢索與知識管理，以提高學生學習滿意度。

關鍵字

可用性 ； 行動學習 ； 教育科技 ； 數位學習平臺 ； 數位學習

並列摘要

This study aims to discuss different digital learning platforms, including moodle, LMS, mobile learning apps and social media, as well as their usability, interactivity and learning satisfaction. The research results allow us to learn more about teachers' application of digital learning platforms and the learning outcomes of students. We adopted non-probability sampling with paper-based questionnaires as the research method. The subjects consisted of students from two comprehensive universities in Northern and Southern Taiwan. While 270 questionnaires were collected, only 171 of which were regarded as valid questionnaires. The 5-point Likert scale was use in the statistical analysis of this study. The results indicate that mobile learning apps show the highest learning satisfaction (M = 3.47), followed by LMS platforms (M = 3.08) and Social media (M = 3.08). In other words, if the instruction focuses on information retrieval, the teaching platform is suggest to educational apps or web-based LMS. On the other side, social media shows the most effective teacher-student interactivity. If the instruction is based on teacher-student interactions, the construction of teaching platform on social media is recommended. It is worth to know that the usability and learning satisfaction for students have both improved after the implementation of mobile learning apps. This study suggests that we should take into account the characteristics of multiple digital learning platforms, improve teacher-student interaction, and strengthen information retrieval and knowledge management to improve students' learning satisfaction.

並列關鍵字

Usability ； Mobile learning ； Educational technology ； Digital learning platform ； E-learning

參考文獻

洪允和、陳五洲、洪祥偉（2015）。Facebook社群網站在太極拳輔助教學運用上之研究。教育傳播與科技研究，112，51-67。doi:10.6137/RECT.2015.112.04

楊淇淯、于富雲（2015）。臉書社團功能在技職體系回流教育應用之研究：使用者觀感與線上行為之分析。教育傳播與科技研究，111，1-24。doi:10.6137/RECT.2015.111.01

賴素純、莊雅茹、顏春煌（2014）。Facebook的使用對成人混成式學習之影響。教育科學研究期刊，59(4)，65-98。doi:10.6209/JORIES.2014.59(4).03

張其純、高碧連、陳淑慧（2013）。運用Moodle 數位學習平臺提昇學習滿意度—某區域教學醫院為例。管理資訊計算，2(1)，233-244。doi:10.6285/MIC.2(1).17

An, H., Shin, S., & Lim, K. (2009). The effects of different instructor facilitation approaches on students’ interactions during asynchronous online discussions. Computers & Education, 53(3), 749-760. doi:10.1016/j.compedu.2009.04.015