不同學習風格於Linux學習成效與其使用意願因素之探討

Effects of Different Learning Styles on Learning Effectiveness and Utilizing Willingness Factors in Linux Course

施明成(Ming-Cheng Shih)

指導教授 ： 阮炳嵐

國立虎尾科技大學/管理學院/資訊管理研究所/碩士(2010年)

摘要

本研究主要針對兩大研究構面進行探討，首先，以『分解式計劃行為理論』（Decomposed Theory of Planned Behavior, DTPB）為基礎，並結合『任務-科技配適度理論』（Task-Technology Fit, TTF），試圖尋找影響一般使用者對於Linux之使用意願因素，其目的在於提供相關單位作為日後推動之參考，進而提昇相關人力之專業能力及職場競爭力，以符合產業之實務需求；其次，在學習風格之構面上，試圖依Kolb學習風格型態理論之定義，將學習者區分為『擴散型（Diverger）』、『同化型（Assimilator）』、『聚斂型（Converger）』與『調適型（Accommodator）』等四種類型，探討不同學習風格及學習類型對於Linux學習成效及學習滿意度之影響，其目的在於提供教學型態及學習環境等資訊教育相關方向之參考。
藉由本研究得知：(1) 學習類型之主要變項在學習成效上存在顯著性差異，亦即採用Moodle數位學習平台進行學習的學生，對於學習成效及學習滿意度，其顯著優於傳統教材教學的學生；(2) 在Moodle數位學習平台的學習環境下，其四類型之學習風格於學習成效上無顯著性差異；(3) 在傳統教材教學下，學習者之學習風格於學習成效表現上，『同化型』學生顯著優於『擴散型』與『聚斂型』學生。

關鍵字

Linux ； 學習風格 ； 學習成效 ； 學習滿意度 ； Moodle

並列摘要

Recently, the Free Software has been emphasized gradually in the developing industries and it becomes a trend in market due to the active promotion of government. Besides, the Free Software supported not only the construction of open standard and training, but also would have a great benefit for industries. This study was divided into two dimensions to explore the research topics. First, this study attempt to use Decomposed Theory of Planned Behavior (DTPB) and combining with Task-Technology Fit (TTF) to gain a better understanding of the factor for the use of Linux Operating System. Then, seeking to find out which factor may influence the intention of users to use Linux Operating System.

Second, this study examined the influence of personal learning styles and learning approaches in learning effectiveness and learning satisfaction for Linux course. Moreover, the students were randomly divided to the web-based instruction group and the traditional instruction group. The learning styles inventory (LSI) of Kolb further used to classify students into four groups including Diverger, Assimilator, Converger and Accommodator respectively. Based on the findings of this study, the related suggestions were provided for teachers, schools, and administrations of education. According to the analysis from the experiment, the study had the following conclusions: (1) The experimental group and control group showed that there were significant differences in the Linux course. (2) For the web-based instruction group, students with different learning styles had no significant differences in learning effectiveness. (3) The Assimilator students’ learning effectiveness was better than Diverger and Converger students’ learning effectiveness in the traditional instruction group.

Finally, according to the results and analyses, this study provided suggestions for the future web-based learning and further researches.

並列關鍵字

Linux ； Learning Style ； Learning Effectiveness ； Learning Satisfaction ； Moodle

參考文獻

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