評估大學學生使用Moodle系統之接受度與學習成效—以微積分為例

Evaluating the Students' Acceptance and Learning Performance of Using Moodle System in University Education: A Case of Calculus

吳信威(Tsin-Wei Wu)

指導教授 ： 黃俊哲

國立暨南國際大學/管理學院/資訊管理學系/碩士(2012年)

https://doi.org/10.6837/NCNU.2012.00095

摘要

隨著網際網路的快速普及與發展，建構數位學習系統已經是許多教育單位不可或缺的一部分，其目的乃是希冀藉由資訊科技創造更好的教與學環境與提升學生的學習成效。基此，本研究將利用Moodle數位學習平台來進行擬補大專院校傳統大型班級常見缺失，並研究改變傳統教學方式利用數位學習平台進行教學對於學生的學習接受度與學習成效有何改變，進而提供教學者課程設計與調整之參考。
本研究以本校管理學院傳統大型班級微積分課程學生為研究對象，為了解學生使用Moodle數位學習系統進行微積分實習課程之學習成效與科技接受度因素，在研究設計上分為兩大部分：在學習成效方面，以準實驗研究法為研究方法，以實驗分組的方式進行，於期中考後進行比較實驗組與控制組之學習成效差異；而對於學生使用Moodle數位學習科技接受度方面，則是以整合性科技接受模型(UTAUT)為理論基礎，同時加入成果預期與成就價值兩大構面，探討學生對於數位學習系統的使用影響因素。
本研究資料分析，採用獨立樣本單一變項共變數分析(ANCOVA)進行各分組的學習成效分析，而學習接受度以結構方程模式(SEM)分析方法進行分析，資料分析採用之軟體分別SPSS 12.0與SMART PLS M3進行分析。
研究結果顯示，在學習成效方面，混合傳統與線上教學的學生學習成效優於線上教學組與傳統教學組的學生，線上教學組與傳統教學組的學生學習成效並無顯著差異。在學習接受度方面，績效期望、社會影響與幫助條件構面顯著影響學生使用Moodle系統之行為意圖，另外調節變數性別會影響績效期望對行為意圖之影響，特別是男性學生。本研究結果之貢獻為學術提供一個新的數位學習教學研究實證結果，研究內容也將提供教學者課程教學設計與調整上之參考，期許為來能透過網路學習創造優質的學習環境。

關鍵字

數位學習 ； Moodle系統 ； 整合性科技接受理論 ； 學習成效

並列摘要

With the rapid spread and development of the Internet, constructing the E-learning System has been an integral part of many educational institutions. The purpose of building E-learning System is to create a better teaching and learning environment and enhance students’ learning performance through information technology. This study uses the Moodle system to complement the common shortcomings of learning in a large class in the university, and find out the difference of learning performance and acceptance between the teaching method of traditional learning and digital learning.
The study is experimented with the students of Calculus, a traditional large class in National Chi Nan University. In order to understand the students’ learning performance and technology acceptance, while using Moodle system in Calculus course, there are two part of research design in the study. The first part of research design corresponds to learning performance, which uses the quasi-experimental method to compare the difference of the experimental group, and the control group after the midterm exam. The second part of research design core responds to technology acceptance, where the unified theory of acceptance use of technology (UTAUT) is used. With two dimensions: Outcome Expectation and Attainment Value, a new hybrid technology acceptance model is proposed to investigate the students’ intentions to use Moodle systems. Data Analysis of this study uses Structural Equation Modeling(SEM) for learning acceptance and analysis of covariance (ACNOVA) for learning performance.
The result of this study shows: In terms of learning performance, the group of combination of face-to-face and on-line learning is much better than the group of face-to-face and the group of on-line. However, there is no significant difference between the group of face-to-face and the group of on-line learning. In terms of technology acceptance, the dimensions of Performance expectancy, Social influence, and Facilitating condition of UTAUT positively impact the students’ intention to use the Moodle system. This study contributes in providing a new academic research evidence in e-learning teaching. The findings of this study may aid the teachers for course design and adjustment, and to create a high-quality learning environment through the E-learning system in the future.

並列關鍵字

E-learning ； Moodle System ； UTAUT Model ； Learning Performance

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