從學習者角度探討影響數位學習績效之因子分析

A Learner's Perspective on the Factors of E-Learning Performance

侯東旭(Tung-Hsu Hou) ； 侯幸雨(Hsing-Yu Hou)

《網際網路技術學刊》 9卷2期 (2008/03) Pp. 179-184

https://doi.org/10.6138/JIT.2008.9.2.11

摘要

數位學習可提升學習者之學習動機、降低學習成本，想要提高學習者的滿意度以及學習品質，必須從學習者的角度下去設計與改善。本研究目的在利用迴歸分析來找出影響數位學習績效的因子，並由學習者之角度來加以探討。結果發現邏輯題組方面有顯著影響的因子為：張貼文章、閱讀頁數(上標 *)性別、會使用軟體種類(上標 *)性別、上課次數(上標 *)電腦學習經驗（年）。在創意方面有顯著影響的因子為討論次數(上標 *)上線時間、閱讀進度(上標 *)外向、性別等。互動性強的學生在邏輯與創意上會有較好的表現。

關鍵字

數位學習 ； 迴歸分析 ； 學習績效

並列摘要

E-Learning can improve the learners' motivation and decrease learning cost. In order to satisfy learners' needs and enhance learning quality, the instructors should design and improve E-Learning from learners' perspective. The objectives of this research are to find the factors that may affect the learning performance from the learners' perspective, and use the regression analysis to find the significant factors. This research finds that the significant factors on the logical performance are the frequency of pasting articles, interactions between the reading pages and gender, and the interactions between the frequencies of attending the class and prior computer experiences in years. The significant factors on the creative performance include the interactions between the frequency of discussion on line and the average daily on-line time, the interactions between the reading progress and active, and gender. Besides, interactive students can get better performance in logical or creative scores.

並列關鍵字

E-Learning ； regression analysis ； learning performance