非同步網路學習成效及影響因素之計量分析：經濟學課程個案研究

Effectiveness and Determinant of Asynchronous Distance Learning over the Internet: The Case of Undergraduate Economics

楊奕農(Yi-Nung Yang) ； 柴蕙質(Hui-Chih Tsai)

《科學教育學刊》 10卷2期 (2002/06) Pp. 193-210

https://doi.org/10.6173/CJSE.2002.1002.05

摘要

利用網際網路進行遠距教學的方法，在近幾年來日益受到國內外教育單位之重視和推廣，但網路遠距教學是否具有比較好的教學成效，則是一個相當值得研究的課題。本研究的主要目的即在於以計量方法探討影響非同步網路學習成效之可能因素。本研究以88學年度中原大學國貿系所實施之大－經濟學非同步遠距教學課程學生為樣本，所使用之遠距教學平台為台灣大學洪明洲教授所發展之VICAS遠距教學系統。根據問卷顯示，超過半數的學生(58%)肯定網路教學對經濟學之學習是有幫助的。另外，如果以學生主觀之學習評價或考試成績做為學習成效之評估依據，並利用排序波比模型(ordered probit model)與迴歸模型進行估計，我們發現學生之過去成績，網站登入次數、學生自認之學習態度、以及是否擁有個人電腦等因素，都會影響學生認為網路學習是否有幫助的機率；但是除了過去的成績之外，這些因素對於學生經濟學考試成績則沒有顯著之影響。

關鍵字

非同步 ； 排序波比模型 ； 經濟學 ； 遠距教學 ； 學習成效評估

並列摘要

Distance learning over the Internet has been a hot topic as the Internet grows recently. Many educational institutions have invested a great deal of resources to build distance-learning systems though effectiveness of distance learning remains an open question. The purpose of this study is to investigate the effectiveness of distance learning over the Internet. The sample in this distance-learning experiment includes students who registered in the Economics course at the Department International Trade, Chung Yuan Christian University, in the fall and spring semesters of 2000-2001. The software, ”VICAS”, employed for this distance-learning experiment was developed by Hong's Distance Learning Laboratory at National Taiwan University in 1999. The educational production function approach was adopted to evaluate the outcomes in the experiment. Two measures of students' performance, test scores and subjective satisfaction according to the questionnaire, were chosen to represent the educational achievement level. The regression and probit models were used to investigate significance of possible factors affecting the educational achievement output. The descriptive statistics of this study show that there are 58% students agree helpfulness of learning assisted by the distance-learning course. Furthermore, it is found that pretest scores, numbers of students' logins, learning attitude, and ownership of personal-use computer do have significant influences on the probability of students' answers on helpfulness of the distance-learning experiment. Interestingly, only the coefficient of pretest scores in regressions are significantly different from zero among the possible independent variables mentioned above.

並列關鍵字

Asynchronous ； Ordered Probit Model ； Undergraduate Economics ； Distance Learning ； Effectiveness of Learning

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