技專校院教師數位教學效能之研究

A Study on Effects of e-Teaching for the Teachers of Technological Colleges and Universities

李筱明(Hsiao-Ming Lee)

指導教授 ： 林淑珍

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(2012年)

https://doi.org/10.6841/NTUT.2012.00457

摘要

本研究旨在瞭解技專校院教師使用數位教學類型與數位教學效能之現況，及探討不同背景變項之技專校院教師使用數位教學類型之差異情形，並進一步探究使用不同數位教學類型與數位教學效能關係之差異情形。
本研究採問卷調查法，以一００學年度仍在技專校院擔任專任教師為研究對象，樣本數為全國15799位技專校院擔任專任教師，共發出650份問卷，回收有效問卷589份，有效回收率90.62％。研究工具為自編之「技專校院教師使用數位教學與數位教學效能之調查問卷」，將施測後所得資料以描述統計、獨立樣本t檢定、單因子變異數分析、薛費法事後比較等統計方法加以分析，結論如下：
一、 技專校院教師使用數位教學類型的應用程度，其中以「綜合類型」為最高，其次為「非同步類型」，最低為「同步類型」。
二、 不同的個人背景變項之性別、年齡在技專校院教師使用數位教學類型表現上，並無顯著差異。
三、 不同的背景變項之學院別、數位教學年資在技專校院教師使用數位教學類型的表現上，有顯著差異。
四、 商學院、工學院、其他學院等學院的技專校院教師，使用數位教學「同步類型」應用程度，高於理學院之技專校院教師；工學院技專校院教師使用數位教學類型「非同步類型」高於理學院技專校院教師。
五、 數位教學年資16年﹙含﹚以上技專校院教師在使用數位教學類型的「同步類型」、「非同步類型」、「綜合類型」的應用程度，高於數位教學年資5年﹙含﹚以下技專校院教師；數位教學年資6-15年技專校院教師在使用數位教學類型的「同步類型」的應用程度，高於數位教學年資5年﹙含﹚以下技專校院教師。
六、 技專校院教師之數位教學效能，以「教學計畫與設計」最高，其次依序為「師生互動與溝通」、「教學評量與評鑑」，最低為「教材準備與呈現」。
七、 技專校院教師使用不同數位教學類型與數位教學效能關係，會因技專校院教師對應用數位教學類型知覺程度高低不同而有顯著差異。

關鍵字

技專校院教師 ； 數位教學 ； 數位教學效能

並列摘要

The study was conducted to understand the types and effects of e-Teaching for the teachers of technological colleges and universities, to discuss the differences of e-Teaching types among instructors with various backgrounds, and further to explore how all the types of e-Teaching discussed differs from one another in e-Teaching efficacy.
Questionnaire investigation was adopted in the present study. The research population consisted of all the teachers working in the technological colleges and universities in the second semester of academic year 2011. The samples were 15799 instructors, and 650 questionnaires were delivered with 589 effective. The effective response rate was 90.62%. The research tool, “The Questionnaire of e-Teaching and its Efficacy of the Teachers in the Technological Colleges and Universities”, was self-edited. The received data were analyzed with descriptive statistics, independent sample T-test, one-way ANOVA, and post-comparisons. The conclusions are as below:
1. In the teachers of technological colleges and universities, the “Synthetic types” of e-Teaching were the most significantly applied in the e-Teaching curriculum, and the“Asynchronous types” with the second most significance, the “Synchronous types”of e-Teaching were the most slightly applied in the e-Teaching curriculum.
2. There is no significant difference in the e-Teaching performances regarding as the variables of gender and age.
3. There is the significant difference in the e-Teaching performances regarding as the backgound variables of colleges and years of experience in e-Teaching.
4. The frequency of applying “Synchronous types”e-Teaching in the College of Business, the College of Engineering, and the College of Others is significantly higher than that in the College of Science. In addition, the frequency of applying “Asynchronous types”e-Teaching in the College of Engineering is significantly higher than that in the College of Science.
5. The instructors with e-Teaching for 16 years or more to use “Synchronous types”, “Asynchronous types”, and “Synthetic types” of e-Teaching with a frequency significantly higher than those teaching no more than 5 years. As with those with 6-15 years of experience, the frequency of using “Synchronous types” e-Teaching is significantly higher than those teaching no more than 5 years.
6. Among the investigation of the teachers of technological colleges and universities, the effects of e-Teaching is inclined to center on “teaching planning and design”, sequentially be “teacher-student interaction and communication”, “teaching evaluation ans assessment”, the most slightly think of being “teaching materials preparation and presentation”.
7. The correlation between e-Teaching types and e-teaching efficacy vary with how conscious the instructors are of the e-Teaching types employed.

並列關鍵字

teachers of technological colleges and universities ； e-Teaching ； effects of e-Teaching

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