- 學位論文
網路新科技融入於教學之研究 -以高職「計算機概論」為例
A Study of Implementing Internet and Telecommunication Technology in Vocational Senior High School Basic Computer Concepts Course
摘要
網路新科技不斷的推陳出新，不論是手機、電子郵件、網路留言等，其不受時間、空間限制，逐漸成為另一種溝通的模式。網路科技發展如此蓬勃快速，使得教學媒體更具多樣化的選擇。因此本研究旨在探討網路科技融入於教學，是否有助於學生學習動機的提昇。 本研究的實驗來自於桃園某私立高中的學生，其中受測者包括高職一年級176位學生和三年級45位學生。本實驗的獨立變數是教學媒介，相依變數為學習動機、學習成績及學習壓力。本實驗是利用手機簡訊、電子郵件及網路留言板等網路科技傳送教學相關訊息，以探討教學成效的影響。本實驗共有二次實驗，實驗一將受測者分為手機簡訊實驗組、電子郵件實驗組、網路留言板實驗組及控制組，實驗二採複合式教學媒介，受測者分為手機簡訊＋電子郵件實驗組、手機簡訊＋網路留言板實驗組及控制組。 本研究得到結論如下： (1)以單一教學媒介的手機簡訊融入於教學活動中，手機簡訊實驗組在實驗前及實驗後的學習動機及學習壓力並無顯著差異；手機簡訊實驗組與控制組的學習成績無顯著差異。 (2)以單一教學媒介的電子郵件融入於教學活動中，電子郵件實驗組在實驗前及實驗後的學習動機及學習壓力並無顯著差異；電子郵件實驗組與控制組的學習成績無顯著差異。 (3)以單一教學媒介的網路留言板融入於教學活動中網路留言板實驗組在實驗前及實驗後的學習動機及學習壓力並無顯著差異；網路留言板實驗組與控制組的學習成績無顯著差異。 (4)以複合教學媒介的手機簡訊＋電子郵件融入於教學活動中，手機簡訊＋電子郵件組在實驗前及實驗後的學習動機及學習壓力並無顯著差異；手機簡訊＋電子郵件實驗組與控制組的學習成績無顯著差異。 (5)以複合教學媒介的手機簡訊＋網路留言板融入於教學活動中，手機簡訊＋網路留言板實驗組在實驗前及實驗後的學習動機及學習壓力達顯著差異；手機簡訊＋網路留言板實驗組與控制組的學習成績無顯著差異。
並列摘要
Communication technology has been developing rapidly, and has provided various choices for instruction media. Two experiments were carried out in this research. The participants were 176 freshmen and 45 seniors in a vocational senor high school in Taoyuan. The independent variable was instruction media and the dependent variables were motivation, test grades, and pressure. There were three levels in instruction media in experiment one: short message service, E-mail, and message board. There were three levels in instruction media in experiment two: short message and E-mail, short message and message board, and paper-based instruction. The results are summarized in the following: 1. No significant difference was found in motivation, test grade, and pressure for short message instructions. Also, no significant difference was found in test grade between short message group and control group. 2. No significant difference was found in motivation, test grade, and pressure for E-mail instructions. Also, no significant difference was found in test grade between E-mail group and control group. 3. No significant difference was found in motivation, test grade, and pressure for message board instructions. Also, no significant difference was found in test grade between message board group and control group. 4. No significant difference was found in motivation, test grade, and pressure for short message and E-mail instructions. Also, no significant difference was found in test grade between short message and E-mail group and control group. 5. Significant difference was found in motivation, test grade, and pressure for short message and E-mail instructions. Also, no significant difference was found in test grade between short message and message board group and control group.