科技大學教師參與數位學習教學之障礙因素研究

A Study of the Barrier Factors of Technology University Faculty's Involvement in Offering e-Learning Instruction

林俊呈(Jyun-Cheng Lin)

指導教授 ： 蔡銘修

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2009年)

https://doi.org/10.6841/NTUT.2009.00294

摘要

本研究旨在探討科技大學教師參與數位學習教學之障礙因素，經由訪談及問卷調查進行。訪談對象為5位科技大學教師；問卷調查採紙本問卷與線上問卷寄發，共計發放815份，有效問卷回收315份，有效問卷回收率為38.03%。經資料分析後，最後獲致以下結論：

一、科技大學教師參與數位學習教學之障礙因素為任教科目、時間、知能、智慧財產權、行政、設備、網路速度、獎勵、學生、研習活動、教學策略、教學信念、數位平台等。
二、科技大學教師參與數位學習教學之障礙程度為中等程度。
三、科技大學女性教師在參與數位學習教學之「電腦與教學技能」的障礙程度高於科技大學男性教師。
四、任教於「醫藥衛生、社福及農漁學領域」的科技大學教師參與數位學習教學之障礙程度高於「工程、製造及營造領域」、「商業及法律領域」及「人文、社會科學及藝術領域」的教師。
五、排除「醫藥衛生、社福及農漁學領域」教師後，「北部」及「南部」科技大學教師僅在時間層面的障礙程度大於「中部」。
六、排除「醫藥衛生、社福及農漁學領域」教師後，「公立」及「私立」科技大學教師參與數位學習教學之障礙程度沒有差異。

關鍵字

數位學習 ； 障礙因素

並列摘要

The purpose of this study is to discuss the barrier factors of technical university faculty when they participate in e-learning teaching. This study was carried on by way of interview and questionnaire survey. The interview subjects are five faculty members from different technology universities. A total of 815 paper and on-line questionnaires were distributed. With 315 returned questionnaires, the percentage of the returned questionnaire is 38.03%. The results are as followed:

1.The barrier factors for technical university teachers when they participate in e-learning teaching are teaching subject, time, knowledge, the intellectual property rights, administrative skills, equipment, network speed, reward, students, activities of research and study, teaching strategy, faith of teaching, e-learning platforms and so on.
2.The degree of technical university teachers participating in the barrier of e-learning teaching is medium.
3.The degree of barrier in “the computer skill” of e-learning teaching for female technical university teachers is higher than males.
4.Technical university teachers in the academic field of “medicine and health, social welfare, and agriculture and fishing” have higher barrier degree of e-learning teaching than those in the field of “engineering, manufacturing and construction and building,” “business and law” and “humanities, the social sciences and art.”
5.To take the teachers of “medicine and health, social welfare, and agriculture and fishing” out of consideration, the barrier degree for the teachers in the northern and southern technical universities is higher only in the factor of “time” than those teaching in the technical universities in the central area.
6.Not to consider the teachers of “medicine and health, social welfare, and agriculture and fishing,” there is no difference between public and private technical university teachers as far as the barrier degree of e-learning teaching is concerned.

並列關鍵字

e-learning ； Faculty

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