以科技接受模式探討大學實施磨課師應用先修班課程影響完課率之因素

在少子化的情形之下，大學的創新教學及多元學習管道已是重要課題，眾多的大學校院，若無思考學生學習未來的新趨勢，想必將也遭受到排擠。數位學習浪潮也漸漸朝向大學，將學習無國界、空間、時間阻饒之MOOCs線上學習模式，帶領大學另類學習風氣，引領新生態學習風格。大學實施多元教學策略，將大學先修(Advanced Placement, AP )課程應用MOOCs線上學習之系統教學，提供課程能「抵免學分」、「修課費用全免費」、「開課多元化」、「無需到校」四大特色來吸引已考取來自不同背景之學生，利用等待入學這段期間能提早體驗自己考取的學校教學模式及培養自主學習良好習慣，迎接大學新生活。根據教育部資料來源於103年開始推動大學MOOCs計畫，截至106年，推展了341門MOOCs課程，超過50萬人註冊，平均完課率僅12.02％，使得MOOCs出現註冊人數比較多、低完課率的問題。故本論文主要以(Davis, 1989)提出的科技接受模式(Technology Acceptance Model, TAM)做為整個研究架構的基礎，以認知有用性與認知易用性、使用態度、使用行為意向四大構面來探討應用MOOCs AP課程線上教學系統之意圖與行為，並以學生個人資訊學習背景變項及點選學習影片流覽排序前80%觀看比率作為完課的判定，並進行之行為分析，進而了解學生修習MOOCs AP課程影響完課率之因素，透過問卷調查法，蒐集資料並量化統計資料，然後分析各變項之間的相關性，根據研究結果具體建議提供MOOCs AP授課之相關單位參考。

關鍵字

磨課師；科技接受模式；大學先修課程

並列摘要

Many universities and colleges are exploring using technologies for constructing new teaching and learning channels these years. Therefore, MOOCs learning platforms are widely used in many universities for providing students to learn actively at anywhere and anytime. In the time of low fertility, innovative instruction and diverse learning channel of universities have become important issues. Many universities now implement diverse instructional strategies by providing courses with “credit exempt,” “free course fees,” “courses diversity,” and “study at home” for the systematic instructions of MOOCs online learning with applications in Advanced Placement (AP) courses. These courses are intended to attract students coming from different background who have passed the entrance examination. Students will have the opportunity to experience the instructional model of the school early and develop good study habits while waiting for entrance to their school and new college life. According to the data released by the Ministry of Education, the university MOOCs program has been launched since 2014 and as of 2017, 341 MOOCs courses were released. Over 500,000 people have registered with only 12.02% in average of course completion rate, resulting in the problems with more applicants for MOOCs registration and low course completion rate. This thesis mainly adopts the Technology Acceptance Model (TAM) proposed by Davis (1989) as the research framework, and analyzes the intent and behavior in the application of online instruction system from MOOCs AP courses through four constructs, including perceived usefulness and perceived ease of use, attitude toward using, and user behavior intention. This thesis also discusses course completion using the learning background variables of students’ personal information and the top 80% watching/reading rate. This thesis also conducts behavioral analysis to further comprehend the factors affecting course completion rates for students taking MOOCs AP courses. Moreover, this thesis applies questionnaire survey to collect data and quantify the statistical data, analyzing the correlation between variables and providing specific suggestions of reference for departments offering MOOCs AP instructions according to the research results.