大專桌球課程遠距教學滿意度調查

目的：本研究之目的為瞭解大專桌球課程遠距教學中，不同背景變項學生滿意度之情形，以作為研究者未來教學精進之參考依據。方法：以自編桌球課程遠距教學滿意度問卷作為研究工具，於研究者所教授之大一及大二桌球課程，發放160份問卷，回收有效問卷153份，所得資料以IBM SPSS 20.0中文版進行獨立樣本t考驗、單因子變異數分析，檢定不同背景變項的學生在桌球課程遠距教學滿意度的差異情形。結果：一、桌球課程遠距教學整體滿意度平均分數為3.98。二、不同背景變項學生在「教學內容」與「教學成效」因素，皆無顯著差異。結論：一、此次遠距教學桌球課程學生對於「教學成效」因素滿意度偏低，但對於「教學內容」因素滿意度是給予正面肯定的。二、在不同性別、不同年齡、不同經驗及平時是否從事桌球運動等不同背景變項，對於「教學成效」及「教學內容」等因素的滿意度情形皆無差異。

關鍵字

桌球；遠距教學；課程滿意度

並列摘要

Purpose: The study aims to understand the satisfaction of students with different background variables in the distance learning of college table tennis courses. It will serve as a reference for the researcher to improve teaching skills in the future. Method: The research tool is self-made satisfaction questionnaire of table tennis distance learning. 160 questionnaires were distributed to the freshman and sophomore of the table tennis classes taught by the researcher, and 153 valid questionnaires were retrieved. The obtained data were analyzed with IBM SPSS 20.0 Chinese version. Independent Sample t test and ANOVA were used to examine the difference of students with different background variables in satisfaction on distance learning in college table tennis courses. Result: 1. The average score of overall satisfaction on college table tennis distance learning is 3.98. 2. There is no significant difference in the factors course content and instructional effectiveness of students with different background variables. Conclusion: 1. Students in the table tennis course of distance learning had relatively low satisfaction on the factor instructional effectiveness. However, they show positive evaluation on the satisfaction of the factor teaching content. 2. In terms of different background variables like gender, age, experience and whether they have played table tennis, there is no difference in the satisfaction on the two factors instructional effectiveness and teaching content.

並列關鍵字

table tennis ； distance learning ； course satisfaction

參考文獻

于第 (2011)。運用教育部「圖書資訊應用」通識課程數位學習教材於非同步遠距課程教學設計與教學成效之研究。圖書與資訊學刊，(79)，12-30。 http://doi.org/10.6575/JoLIS.2011.79.02

于蕙清 (2010)。以非同步討論小組進行合作式學習-「現代世界史」爲例。高醫通識教育學報，(5)，15-34。http://doi.org/10.6453/KMUJGE.201012.0015

王美仁、黃美智、林秀娟、蔡文暉 (2006)。非同步遠距網路教學在遺傳諮詢教育之應用。醫學教育，10(1)，45-53。http://doi.org/10.6145/jme.200603_10(1).0006

王梅玲 (2017)。大學資訊素養線上課程教學模式與策略研究。圖資與檔案學刊，(91)，20-46。http://doi.org/10.6575/JILA.2017.91.02

呂寶澎、張育瑋、翁叔淼 (2009)。苗栗縣高中職學生體育課學習滿意度之研究。島嶼觀光研究，2 (1)，29-43。http://doi.org/10.29859/JITR.200903.0002

主題瀏覽