非同步網路教學必修課程中學生網路學習態度與學習成效之關係

The Relationship Between Student's Online Learning Attitude and Learning Effectiveness in Asynchronous Distance Required Course

陳彥廷(Chen, Yen-Ting)

指導教授 ： 蔡銘修

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2013年)

摘要

網路教學係指學習者透過網際網路連結取得學習資源，不受時間及空間的限制。本研究之研究目的主要探討當學校開設非同步網路教學必修課程時，不同背景的學生，是否會有不同之網路學習態度與學習成效（學習滿意度與學習成就）。此外，本研究欲探討這些學生之網路學習態度與學習成效是否有相關。
　　本研究採取問卷調查方式，以新北市某科技大學學生為抽樣對象，共計有效問卷285份，有效問卷回收率94.06%研究結果發現：
一、不同性別、不同學制、不同學院、不同年級、不同修讀次數的學生於網路學習態度均具顯著差異。
二、不同性別、不同學制、不同學院、不同年級、不同修讀次數的學生於學習滿意度均具顯著差異。
三、不同性別、不同修讀次數的學生於學習成就無顯著差異。
四、網路學習態度與學習滿意度高度正相關。
五、網路學習態度與學習成就無顯著相關。

關鍵字

非同步網路教學 ； 網路學習態度 ； 學習成效

並列摘要

Online Teaching and learning allow learners to access to learning resources without time and space constraints. The purpose of this study is to investigate if there are any differences between students with different backgrounds in terms of their online learning attitude and online learning performance (including online learning satisfaction and online learning achievement) when taking asynchronous online required courses. Besides, the present study also seeks to investigate the relationship between students’ learning attitude and learning performance.
　　Questionnaires were administered to samples from a university of technology in New Taipei city. There were totally 285 valid questionnaires, and the return rate on valid questionnaire was 94.06%. The research results indicated:
1.There are significant differences in terms of the online learning attitude of students who come from different backgrounds (including gender, school, college, grades, and the number of courses taken).
2.There are significant differences in terms of the online learning satisfaction of students who come from different backgrounds (including gender, school, college, grades, and numbers of the courses taken).
3.There is no significant difference in terms of the online learning achievement of students with different genders and the students who have different number of the courses taken.
4.There is a high positive correlation between students’ online learning attitude and their online learning satisfaction.
5.There is no significant correlation between students’ online learning attitude and their online learning achievement.

並列關鍵字

Online Learning Attitude ； Learning Effectiveness ； Asynchronous Distance Required Course

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