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  • 學位論文

大專教師教學科技之應用與影響因素調查研究:以北部某私立大學為例

A Research of Survey Application and Influential Factors of Educational Technology of College Faculty A Private University in North Taiwan as A Example

指導教授 : 沈俊毅

摘要


廿一世紀資訊科技發展一日千里,各種傳播媒體發展迅速,尤其是電腦的誕生和網路的普及,更是對教師、學生以及教學形態產生了前所未有的影響,而教學媒體設施與教學科技的創新,也促進了教學革新與學習改變。根據台灣高等教育資料庫九十三學年度對大專院校教師的調查,台灣幾乎每所大專院校都有網路教學或遠距視訊教學系統,但卻僅有約一半的大專教師在使用相關設備,顯見教學科技設備之功能並未完全發揮;同時從實證研究中得知,台灣大專教師使用教學科技的情形與國外大學相似,仍然有許多值得改進的空間。因此本研究透過文獻探討分析影響大專教師應用教學科技之因素、及遭遇的阻礙與困境等。 本研究主要探究北部某私立大學教師個人背景變項與大學教師資訊科技應用經驗、對學校行政及軟硬體設施各項支援之滿意度、應用教學科技影響因素之關聯性。 本研究使用的研究工具為「大專教師教學科技之應用現況與影響因素表」,對北部某私立大學十二個學院756位專任教師進行調查,調查結果共回收問卷共142份,回收率達18.8%。資料蒐集以平均數、標準差、與變異數分析(ANOVA)等統計方法進行分析。並於問卷資料蒐集時立意取樣七位教師進行訪談,所得資料補充說明研究結果。 本研究之重要發現如下: ㄧ、教師教學科技應用現況 (一) 針對教師使用教學科技部分,多數教師會利用powerpoint投影片來教學。 (二) 針對使用那種教學方式部分,則以混合式(傳統教室面對面+電腦網路輔助)為多數,使用遠距同步視訊、完全網路化教學不到一成。 (三) 有95%的教師使用教學平台�系統�網站;其中九成以上的教師使用教學平台來上傳教學大綱、上傳教材。而使用線上測驗,以及同步與非同步討論功能的教師則很少。 二、不同性別、職級、任教年資、年齡的教師都認為獲得各項支援之滿意度上程度是相同的,都認為學校行政及各項軟硬體支援設備不至於構成教師應用教學科技的障礙。但在行政人員的專業程度上工學院的教師對行政人員的專業程度滿意度高於理學院的教師。 三、不同性別、職級、任教年資、任教學院、年齡的教師在應用教學科技影響因素上程度沒有顯著差異。 四、不同性別、職級、任教年資、任教學院、年齡的教師應用教學科技的障礙﹕歸納問卷調查及訪談北部某私立大學教師應用教學科技之障礙因素後發現:(1) 北部某私立大學軟硬體設備完備,外在因素中的硬體設備、網路速度、獎勵制度,已不造成大專教師應用教學科技的阻礙。(2) 文獻中存在目前仍是北部某私立大學教師應用教學科技之障礙為:任教科目屬性不合適、花費時間過多、對科技融入教學的成效有疑慮,教師教學的信念。(3) 文獻中未提及但未來是教師應用教學科技之障礙為:學生的學習效果、教學策略的應用。 本研究最後根據研究結果提出各項建議,以供大學相關行政機關、大學教師及未來研究者之參考。

並列摘要


The development of information technology makes progress at a tremendous pace in the 21st century. Every kind of communication media expand fast. Especially the emergence of computers and the popularization of the Internet influence teachers, students and types of teaching unprecedentedly. The innovation of instructional facilities and technology also promotes instructional creation and the change of learning. According to the survey conducted by Taiwan Integrated Postsecondary Education Database, almost each university and college has online teaching or distance instructional systems. However, only about half of instructors use those related equipment. Obviously, the function of teaching technological facilities does not amplify. At the same time, according to evidence-based research we can know that in using teaching technology, the way instructors use in Taiwan universities is the same as what instructors use in foreign universities. There is room for further improvement. For achieving the goals of this research successfully, the researcher adopted the review of the literature to analyze the factors that affect university instructors’ way of applying instructional technology, obstruction, and predicament. The study is mainly about the relationship among university instructors’ personal background variables, their experiences on technological application, their satisfaction toward institutional supports on administrative aspects and facility resources as well as factors of instructional technology. The tool adapted in this research is the Chart of Current Status and Influence Factors of University Instructors’ Application on Instruction Technology. The research subjects include 756 full-time instructors in 12 colleges of a private university in northern Taiwan. 142 chart surveys were collected, and the return rate is 18.8%. Data collected are analyzed by mean, standard deviation and ANOVA analysis. At mean time, 7 instructors selected by judgment sampling agreed to be interviewed, and the data collected through interview is used to supplement the findings of the research. The findings of the research are as following. 1. Current status of instructors’ applying instructional technology (1) When applying instructional technology, Power Point slides are used as the most common media by most of the instructors. (2) A mix of instructional technology methodology (traditional face to face instruction in classroom integrated with internet assistance) is commonly used. And the adoption of simultaneous distance visual instruction and a fully electrified instruction are less than 10%. (3) 95% of the instructors use e-learning platform, system or website. Among them, 90% of the instructors utilize e-learning platform, system or website for uploading their instructional agenda and teaching materials. However, only a few instructors adopt on-line test and simultaneous knowledge exchange and discussion platform. 2. The satisfaction rates toward institutional support are equivalent among instructors of different gender, position, seniority and age. All of them consider the institutional support on administrative aspects and facility resources does not form obstruction to their application of instructional technology. Yet, the satisfaction rate for professionalism of administrative personnel is higher in instructors of engineering institution than those of science institution. 3. The degree of applying instructional technology influence factors shows no significant difference among instructors of different gender, position, seniority, working institution and age. 4. After analyzing the surveys and conducting interviews with instructors in a private university in northern Taiwan, the obstructer factors on applying instructional technology among instructors of different gender, position, seniority, working institution and age are as follows. (1) Though the hardware and software in the university are sound, the external factors such as facility, speed of internet transmission and rewarding system are not considered as obstruction of applying instructional technology. (2) The obstruction for instructors in a private university in northern Taiwan include unsuitable instruction subjects, time consuming, doubts toward the outcome of integrating technology into instructing and instructors’ faith on teaching. (3) The future obstructions for instructors in applying instructional technology are the learning outcome of the students and the application of teaching strategies. Finally, we can conclude some influential factors for instructors to apply instruction technology: the grasp of instruction technology theory, the ability to integrate instruction technology and teaching, and the implement of instruction software. Hoping that it can provide some help for future promotion and development of digital learning and applying of instruction technology in universities in Taiwan.

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