綜整學生、教師與教學情境考量的遠距教學預測模型

Integrating Considerations of Students, Teachers, and Instructional Contexts in a Predictive Model of Distance Education

岳修平(Hsiu-Ping Yueh) ； 梁朝雲(Chao-Yun Liang)

《教育資料與圖書館學》 52卷1期 (2015/01) Pp. 33-57+ii

https://doi.org/10.6120/JoEMLS.2015.521/0631.RS.CM

摘要

本研究旨在探討於遠距教學情境中，學生學習能力和學習策略、學生評量教學成效、同步遠距教學，與線上教材對學生自評學習效益的影響；並分析學生評量教學成效和同步遠距教學的交互作用，以及線上教材的中介效果。本研究結果顯示，學生評量教學成效與同步遠距教學之交互作用會影響線上教材與學生自評學習效益。對遠距教學評價高的學生，該交互作用的影響會比評價低的學生更為明顯。本研究亦發現，學生評量教學成效、線上教材，及同步遠距教學的品質掌控，是決定遠距教學學習效益的關鍵。其中，線上教材能在多數學生評量教學成效面向之間發揮顯著的中介效果，以促動學生自評的學習效益。

關鍵字

同步遠距教學 ； 線上教材 ； 學生自評學習效益 ； 學生評量教學成效 ； 學習能力 ； 學習策略

並列摘要

This study examined the effects of learning ability, learning strategy, synchronism distance teaching, teaching effectiveness, and online-materials on the learning outcomes of engineering majors. The interaction between distance teaching and teaching effectiveness, as well as the mediating effects of online-materials were tested. The results indicated that the interaction between synchronism distance teaching and student evaluation of teaching effectiveness influenced online materials and student-perceived learning outcomes. The interaction effects of the group that highly valued distance instruction increased more in response to student evaluation of teaching effectiveness than did the effects of the group that valued distance instruction less. In addition, the results revealed that the quality of synchronism distance instruction, student evaluation of teaching effectiveness, and online materials are the keys to successful distance instruction. Among these critical factors, online materials played a mediating role in the relationship between the variables involved and student-perceived learning outcomes.

並列關鍵字

Synchronism distance-instruction ； Online materials ； Studentperceived learning outcome ； Student evaluation of teaching effectiveness ； Learning ability ； Learning strategy

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