隨著新型冠狀病毒疫情的狀況,遠距教學已經是不可避免之趨勢,經由網際網路的廣泛普遍使用,可以使學習者快速並且有效地找到所需要的資訊,不受時間及空間的限制,縮短了城鄉差距,提供更人性化及更多元的學習管道,因此對許多學習者而言網際網路已經成為學習時的最佳利器。正因為網際網路的普及,使遠距教學從中得到更多的效能,足以確立未來學習的擴展性及可能性。因此本文以實際的教學策略為主,首先說明及建構傳統教學及遠距教學兩者之間的內容,接著利用灰色系統理論中的GM(0,N)權重模型做為數學分析的模型,再提出學習成效、學習滿意度和閱讀理解力三個影響兩種教學的構面,分析分析三個構面中影響因子的權重差異,做為往後在教學上之研究參考。
Because of Covid-19 pandemic, i-learning has become trendy. With the Internet being popularly used, learners can access information spontaneously and effectively, being free from time restriction. In addition to shortening urban-rural gap, i-learning offers more humane and diversified learning channels. To a majority of learners, the Internet has become one of the best learning tools. The popularity of the Internet benefits distant learning. It ensures potential expandability and plausibility of future learning. Based on practical instructional strategy, this study first explained and identified the constructs of traditional teaching and i-learning. Then, the GM(0,N) model of the grey system system was implemented for data analysis. Three constructs, including learning efficacy, learning satisfaction and reading comprehension served as the influencing factors of the two learning methods. Weight difference between the three factors were analyzed. The result could serve as a guide for future study.