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我國線上學習平台使用現況之研究-以高等教育MOOCs為例

The Development Situation of Moocs Online Learning Platforms For Higher Education in Taiwan

Abstracts


本研究主要目的是調查我國大學生及研究生對於MOOCs線上學習平台使用情形與MOOCs執行狀況。本研究採問卷調查進行研究,研究問卷針對有使用MOOCs線上學習平台之大學生及研究生為主,共發出306份問卷,有效問卷為296份。利用平均數、標準差、獨立樣本t檢定及單因子變異數分析進行資料分析。研究結果發現MOOCs跳脫以往傳統教室教學模式,提供學生在修習課程時,有更多自主性與選擇性;使用MOOCs線上學習平台者,多是由於學校課堂使用得知;使用MOOCs線上學習平台者,對於平台操作便利性、修課選擇多元性、課程時間彈性及課程內容的滿意度都很高;在性別、就讀領域等背景變項在MOOCs線上學習平台使用經驗與滿意度面向上有顯著差異。最後,針對研究結果提出建議,以作為我國大學MOOCs線上學習平台發展規劃以及後續研究參考。

Parallel abstracts


This study aimed to explore the development and implementation of MOOCs online learning platforms for higher education. This study analyzed the differences of MOOCs online learning platforms towards undergraduate and graduate students with different backgrounds. The study adopted questionnaire "The Questionnaire of MOOCs Online Learning Platforms Development Situation And User Evaluation". The subjects were undergraduate and graduate students who use MOOCs online learning platforms. The questionnaires were distributed to all subjects 306 questionnaires were retrieved and 296 questionnaires were valid. The effective rate was 96.7%. The data was analyzed by mean, standard deviation, t-test and ANOVA. The findings are as follows: Undergraduate and graduate students use MOOCs online learning platform in addition to the needs of classroom use. Undergraduate and graduate students who use the MOOCs online learning platform are satisfied with the platform operation, courses selection, time flexibility and courses content. There is some significant difference in the experience and satisfaction of using MOOCs online learning platform with different genders and majors. According to the results, this study ultimately drew up significant conclusions for reference to undergraduate and graduate students, colleges and universities, online learning platforms manager, the educational administration agencies and follow-up researches.

References


樊台聖、李一靜、蔡翌潔(2011)。資訊教育領域的性別差異。商管科技季刊,12(3),315-341。doi:10.30083/CMQ.201109.0004
熊肖琳、張春梅、敬千、劉伊葭、李晶瑞、楊帆(2019)。慕課知識傳播有效性研究—以四川高校為例。教育進展,9(5),491-500。https://doi.org/10.12677/AE.2019.95082
Engle, D., Mankoff, C., & Carbrey, J. (2015). Coursera’s introductory human physiology course: Factors that characterize successful completion of a MOOC. The International Review of Research in Open and Distributed Learning, 16(2). Retrieved from https://doi.org/10.19173/irrodl.v16i2.2010
Glance, D., Forsey, M., & Riley, M. (2013). The pedagogical foundations of massive open online courses. First Monday, 18(5), 12. Retrieved from https://doi.org/10.5210/fm.v18i5.4350
Jordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. The International Review of Research in Open and Distributed Learning, 16(3). Retrieved from https://doi.org/10.19173/irrodl.v16i3.2112

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