大學生數位落差與網路學習關係之研究

在這個科技發達的時代，資訊及通訊科技已成為社會中不可或缺的一部份，儘管資訊與通訊科技為人類帶來許多便捷之處，但也導致了數位落差的出現。本研究之主要目的在探討大學生數位落差與網路學習的關係，其中也比較了不同背景變項對大學生數位落差與網路學習的影響是否有差異。本研究採用網路問卷調查法，以台灣中部大學生為研究對象，共發放860份問卷，收回802份，有效問卷794份，回收率93.26%。本研究使用SPSS20統計軟體進行描述性統計量、獨立樣本t檢定、單因子變異數分析以及皮爾森績差相關分析與迴歸分析，來進行問卷的統計分析，以下為本研究之研究結果：根據描述性統計量的結果顯示，在數位落差的層面上，多數大學生同意每天會使用資訊與通訊科技，而且會利用資訊與通訊科技吸收新知並加以運用在生活與課業中。而在網路學習的層面上，多數大學生同意會使用網路學習平台進行學習，也認為網路上可習得的知識多元並且能熟練地運用這些資訊，甚至覺得網路學習的效果比學校課堂的成效來得高，因此大學生使用網路學動機與目的較偏向為了充實自我能力的個人需求方面。根據獨立樣本t檢定與單因子變異數分析之研究結果顯示，在數位落差的層面上，大學生之年級、學校類型、家庭社經地位於各層面上皆有顯著差異。而在網路學習的層面上，大學生的學校類型、性別與年級則在學習管道、網路素養、學習成效與學習目的上有顯著的差異存在。根據皮爾森績差相關分析的結果顯示，最明顯的是大學生的網際網路運用程度越高，其網路素養也就越高。而越同意數位落差各層面的大學生，其網路素養也越高；而越同意網路學習各層面的大學生，其網際網路運用程度也越高。根據迴歸分析的研究結果顯示，數位落差的各個層面皆對學習管道有一定的預測力；同樣地在網路素養上，數位落差的各層面也對其有預測力。根據上述研究結果，本研究分別針對家庭與學校提出四項建議。

關鍵字

數位落差；網路學習；大學生

並列摘要

In this technology society, Information and communications technology has become an indispensable part of society. Although ICT has brought many conveniences for us, it has also led to the digital gaps. The main purpose of this study is to explore the relationship between college students' digital gap and online learning. It also compares whether different background variables had different effects on college students' digital gap and online learning. In this study, the Internet questionnaire survey method was used to study university students in central Taiwan. A total of 860 questionnaires were distributed, 802 were received and 794 effective responses were returned, the responding rate reached 93.26%. This study used SPSS20 statistical software. Analytical methodology including descriptive statistics, independent sample t test, one-way ANOVA and Pearson correlation analysis and regression analysis to conduct statistical analysis of the questionnaire. The conclusions of this study were as follows: According to the results of descriptive statistics, at the facets of digital gaps, most college students agree to use ICT every day, and they will use ICT to learn new knowledge and apply it to their lives and lessons. At the facets of online learning, most college students agree to use an online learning webs or APPs for learning. They also believe that the knowledge is diversified on the Internet and can use this information proficiently. They even thought that the effect of online learning is more effective than the lesson of school. So the motivation and purpose of college students using online learning are more biased towards maintaining their personal needs in order to enrich their abilities. According to the results of independent sample t test and one-way ANOVA, at the facets of digital gaps, there were significant differences on the grade, school type and socioeconomic status of family at all facets. At the facets of online learning, there were significant differences in college students’ school types, genders, and grades in the way they learning, Internet literacy, learning effectiveness, and learning purpose. Result from Pearson correlations showed that the most obvious is that the more degree of Internet use of college students, the more Internet literacy they had. And the more they agree with the college students at all facets of the digital gap, the more Internet literacy they had. The more they agree with the online learning, the more degree of Internet use. Results from regression analysis showed that each facets of digital gap have a certain predictability for the way that college students learning. Similarly, in terms of Internet literacy, each facets of digital gap also has predictability for it. In terms of results, this study proposes the following four recommendations for families and schools.