COVID-19 疫情下同步遠距教學之學習滿意度研究

自從西元2019年爆發新冠肺炎疫情後，不只經濟停擺，教育也遭受牽連，但受眷於網路科技發達所賜，網路遍及全台，也幾乎是每個家庭都有手機亦或是電腦，因此即使疫情擴散程度使得遠距教學不得不融入我們的生活，但仍然得以透過科技的力量讓同步遠距教學進行。美中不足的是，倉促遠距的後果是課程品質的憂慮，是更多未知的挑戰，因此希望透過本研究了解疫情下同步遠距教學現況及難處，得以讓教育者及學習者從中借鏡。　　本研究嘗試探討課程設計構面、系統品質、資訊品質、個人創新特質、創新特質認知及學習滿意度等構面之間產生的相互影響，了解學習者在Covid-19疫情下對於同步遠距教學的學習滿意度。　　本研究共計蒐集149份有效問卷，採用SPSS統計套裝軟體及SmartPLS軟體分析數據，得知以下結論 1.「創新特質認知」中的「相對優勢」、「相容性」及「複雜性」對於「學習滿意度」皆有顯著影響。 2. 在課程設計構面，「課程品質」及「與他人互動」皆對「相對優勢」有顯著影響，「與他人互動」對「相容性」及「課程品質」對「複雜性」也有顯著影響。「課程品質」對「相容性」及「與他人互動」對「複雜性」則沒有顯著影響。 3. 在「系統品質」構面，僅只對「複雜性」有顯著影響，對於「相對優勢」及「相容性」則沒有顯著影響。 4. 在「資訊品質」構面，則是對於「相對優勢」、「相容性」及「複雜性」都沒有顯著影響。 5. 在「個人創新特質」構面，對於「相對優勢」、「相容性」及「複雜性」也都沒有顯著影響。

關鍵字

同步遠距教學；系統品質；資訊品質；個人創新特質；創新特質認知；學習滿意度

並列摘要

Since the outbreak of the new crown pneumonia epidemic in 2019, not only the economy has been shut down, but education has also been implicated. However, thanks to the development of Internet technology, the Internet has spread all over Taiwan, and almost every family has a mobile phone or a computer. Therefore, even if the spread of the epidemic makes distance teaching have to be integrated into our lives, synchronous distance teaching can still be carried out through the power of technology. The fly in the ointment is that the consequences of hasty distance are worries about the quality of courses and more unknown challenges. Therefore, it is hoped that through this research, we can understand the current situation and difficulties of synchronous distance teaching under the epidemic, so that educators and learners can learn from it. This study attempts to explore the interaction among curriculum design dimensions, system quality, information quality, personal innovation characteristics, innovation characteristics cognition, and learning satisfaction, and to understand learners' response to synchronous distance teaching under the Covid-19 epidemic. of learning satisfaction. In this study, a total of 149 valid questionnaires were collected, and the data were analyzed by SPSS statistical software package and SmartPLS software, and the following conclusions were obtained. 1. "Comparative Advantage", "Compatibility" and "Complexity" in "Innovative Trait Cognition" all have a significant impact on "Learning Satisfaction". 2. In the aspect of curriculum design, both "course quality" and "interaction with others" have significant effects on "relative advantage", "interaction with others" on "compatibility" and "course quality" on "complexity". significant impact. "Course quality" had no significant effect on "compatibility" and "interaction with others" had no significant effect on "complexity". 3. In the aspect of "system quality", it only has a significant impact on "complexity", but has no significant impact on "relative advantage" and "compatibility". 4. In the aspect of "information quality", there is no significant impact on "relative advantage", "compatibility" and "complexity". 5. In the aspect of "individual innovation characteristics", there is no significant effect on "relative advantage", "compatibility" and "complexity".

並列關鍵字

Synchronous Distance Teaching ； System Quality ； Information Quality ； Personal Innovation Traits ； Innovation Trait Cognition ； Learning Satisfaction

參考文獻

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