系所專業選修課程實施數位教學之學習滿意度研究

Research on the Learning Satisfaction of Digital Teaching to the Department's Elective Subject

陳必卿(Bi-Ching Chen)

《中科大學報》 Volume 9 Issue 2 (2022/12) Pp. 77-101

https://doi.org/10.6902/JNTUST.202212_9(2).0005

Abstracts

本研究目的為探討系所專業選修課程，實施數位教學之學習滿意度。本研究指稱之數位教學，乃經由實體、非同步與同步三種授課方式組成，並交替執行整個學期，而實體與同步課程的安排各有三次、非同步課程則有十二次。此外，研究對象為二十五名大三學生，研究方法運用量化線上問卷進行調查，而問卷題項則參考自教育部數位學習課程認證內，相關概念與重點設計而成，分別有五題「課程內容」、八題「教學活動」與七題「系統服務」等三個類別，共有二十題，爾後以李克特五點量表，予以修習的二十五名大三學生填寫，經剔除無效問卷一份後，回收有效問卷共二十四份。本研究結果發現，經實施一學期的數位教學，大三學生整體的學習滿意度為滿意，其「課程內容」平均4.63、「教學活動」平均4.51、「系統服務」平均4.57，而學習滿意度的三個變項，於皮爾森積差為高度相關，且均呈現顯著水準，相關係數皆達.950以上，另以多元逐步迴歸分析也發現，數位教學於「教學活動」的變項，能用來預測學生的學習滿意度，其解釋個別變異量為97.9%。

Keywords

多元逐步迴歸 ； 系所專業選修 ； 數位教學 ； 學習滿意度

Parallel abstracts

The research aimed at the learning satisfaction of digital teaching to the department's elective subject and the correlation. The digital teaching referred to in this study was composed of three teaching methods: in-person class, asynchronous online learning, and synchronous online learning. The in-person class and synchronous online learning were three times each, and the asynchronous online learning was twelve times each. The participants were 25 junior college students, and the research method used a quantitative online questionnaire survey. In addition, the questionnaire was designed with relevant references and concepts from the digital learning course of the Ministry of Education in Taiwan. There were twenty questions, including five questions on ＂course content,＂ eight questions on ＂teaching activities,＂ and seven questions on ＂system services.＂ And then used a five-point Likert scale for the 25 junior college students answering. Finally, it excluded one invalid questionnaire and twenty-four valid questionnaires. The results found that after digital teaching for one semester, the overall learning satisfaction of junior college students was satisfactory. The Pearson product-moment correlation coefficient variables were highly correlated, showed a significant level, and the correlation coefficients were all above 0.950. Besides, the stepwise multiple-regression analysis also pointed to the variable that digital teaching in ＂teaching activities＂ ＂was more effective. It could predict junior college students＂ learning satisfaction, and its explanation variance was 97.9%.

Parallel keywords

stepwise multiple-regression analysis ； the department's elective subject ； digital teaching ； learning satisfaction

References

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