本研究主要透過網際網路的教學內容來探討個人化學習環境應用在高分子化學網站上的學習成果,透過蒐集的各項資料進行統計分析,並分別針對性別、理學院學生與非理學院學生與不同年級在學習成效上的差異,進行深入的探討。研究結果發現,學生進入符合自己學習意向的學習環境之後,其表現較進入不符合自己學習意向的學習環境的學生優異許多,顯著性0.016,到達統計上的顯著差異。同時男學生在高分子化學的學習上有較好的表現,顯著性也有0.015 的表現,同樣到達統計上的顯著差異,而理學院學生在高分子化學的學習上也表現得比非理學院學生來得好,亦達到統計上的顯著差異,有0.045 的顯著性。
With the advent of Internet, learning environment in the new millennium is expanding beyond traditional classroom and changed the learning pattern of students. The purpose of this study is through to the content of a personalized learning environment, to provide suggestions with regard to Internet to the related researches and study. Data of this study comes from students who take "Life Chemistry" course for the asynchronous distant education environment in Providence University. Our results shown that students learning in personalized learning environment have better performance than non-personalized students, and the mean significant at 0.015. Also, male and science major student get better grades than others, the mean significant at 0.016 and 0.045.