大學教師對數位學習態度之研究-以X大學為例

University Teacher’s Attitude Toward e-Learning-A Case Study of X University in Taiwan

莊博雅(PO-YA CHUANG)

指導教授 ： 丁姵元

中原大學/商學院/企業管理研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900460

摘要

本研究主要探討高等教育教師對數位學習的態度，研究對象是以服務於桃園地區某大學商管及教育相關系所的教師為主，並以質性研究之紮根理論分析歸納出教師参與數位學習的動機、影響教師對數位學習持正面或負面的因素，及學校提供獎勵與助教系統對教師的協助。且大學教師本身特質、學生學習動機、課程屬性內容，是否影響教師對數位學習的態度。
本研究發現大學教師擁有專業性，學校尊重教師的專業給予教師很高自主性，因此學校推動數位學習過程只能用獎勵教師參加無法強迫教師，但教師一開始因為學校獎勵、數位學習本身不限時間、空間特性、及學校提供助教系統的協助，讓教師願意參與數位學習教學。但參與課程中「學生學習動機」、「技術上有一些限制」、「資源設備不足」、「及花費許多時間」、「無法取代實體教學」、「無法取代身教」等因素，造成教師對數位學習持負面態度，其中「花費許多時間」、「技術上的限制」、「資源設備不足」，會隨著科技的發展逐漸被克服解決。但「無法取代實體教學」及「無法取代身教」教等因素，不管科技如何發展這兩項因素永遠無法被解決。通常教師的身教應包含人格與倫理，老師的人格通常為學生的模範，這個模範藉由師生的互動中影響到學生，若學生認同老師，則可能學習老師的人格與倫理，這是數位學習無法取代的功能，這也是老師最重要的價值。
因此未來學校推動數位學習的建置，應尊重教師教學自主權，授權教師衡量本身課程屬性及內容及學生學習動機，自行決定是否參與數位學習教學方式，長期而言學校除尊重教師自主之外，應提供金錢以外的獎勵，例如參與數位學習教學列為教師升等項目之ㄧ、設置資訊教學特優獎項，讓教師更有意願參與數位學習的教學。

關鍵字

數位學習 ； 線上學習 ； 態度

並列摘要

The main purpose of this research is to explore higher education educators’ attitude towards e-learning. The target group was focused on the educators at the college of business management and relative education departments of a college in Taoyuan County. The research adopted the technique of grounded theory from qualitative method and induced conclusions including educators’ motivations when participating e-learning, factors of affecting their positive or negative attitudes towards e-learning, and rewards and assistance provided from the college. Besides, the personalities of the educators, the students’ motivation towards learning and the contents of curriculum also decided educators’ attitudes about e-learning.
Since the educators are respected by the college that they are allowed to determine the content and pedagogy of the courses they teach, the only way to encourage the teachers to use e-learning is providing monetary rewards. The data from the research reveals that the rewards from the college, the characteristics of e-learning that the students can assess online without the limitation of space and time, and the assistance system provided by the college are also the factors which encourage the educators to join e-learning. However, the students’ low motivation to learn, deficiency of equipments and techniques and time-consuming are the reasons which seems to discourage them from doing e-learning. Nevertheless, the factors of time-wasting, technique limitations and deficiency of equipments could be gradually overcome by the development of technology. On the other hand, it is found in the data that most of the teachers realize that e-learning will never be able to replace face-to-face instruction.Generally, teachers’ face-to-face instruction including practice of characters and manners, and modeling behavior for the students. In this setting, the students who identify with their teachers also learn from the teachers’ characters and manners which cannot be provided by e-leaarning. ,
According to the finding of the research, instead of forcing teachers to join e-learning, they should be respected to have full right to determine the content and the pedagogy of the courses they teach according to the students’ motivation to learn and the characteristic of the courses. Moreover, more encouragement besides monetary rewards probably can improve teachers’ attitudes towards e-learning.

並列關鍵字

E-learning ； attitude ； pedagogy

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