使用電腦與行動裝置進行行動磨課師學習之態度差異分析

陳冠宇

doi:10.6846/TKU.2015.00929

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使用電腦與行動裝置進行行動磨課師學習之態度差異分析

The analysis of learning attitude differences for MOOC using computers and mobile devices

陳冠宇 , Masters　　Advisor：劉艾華　　

繁體中文 DOI： 10.6846/TKU.2015.00929

磨課師；行動學習；智慧型手機；科技接受模式； MOOC ； Mobile Learning ； Smartphone ； TAM

Abstract │ Reference (35) │ Times Cited (2) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

Because Internet and information technology have rapidly developed, improvements on the traditional learning have been expected. While E-learning and popularity of smart phones are changing the learning model, MOOC expands the learning scale and learning method further. Previous digital learning cannot get the resources really needed; MOOC makes professional teachers and teaching content to be seen by the world. Come along with digital resources, which can open a new learning mode, mobile devices can even reach the effect of ubiquitous learning. Currently there are very few MOOC courses that have been using mobile devices as carrier to conduct the online course and perform corresponding researches. Therefore, this study compares different devices in the same MOOC learning courses using Technology Acceptance Model to explore the online courses willingness and attitude in the case of following different models of learning.
Using Technology Acceptance Model as the theoretical basis to verify this study, 50 questionnaires have been distributed and all of them are valid. The statistical software SPSS18.0 has been adopted for reliability analysis, correlation analysis and path analysis. This study found that, for the smart phones group, the Perceived Convenience has positive impact on the Perceived Ease of Use and the Perceived Ease of Use has positive impact on the Perceived Usefulness. The smart phone users think that the convenience of using the smart phones make online learning course easy to use and it is helpful for learning. One the other hand, in the Computers Group, the Perceived Usefulness will positively affect the attitude toward using the device and the users think that using computers to do online courses was helpful, and will increase the learner's willingness to use the system.

Reference ( 35 ) 〈TOP〉

[1] Aiken, J. M., Lin, S. Y., Douglas, S. S., Greco, E. F., Thoms, B. D., Schatz, M. F., & Caballero, M. D. (2013). The initial state of students taking an introductory physics mooc. arXiv preprint arXiv:1307.2533.
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[2] Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological bulletin, 84(5), 888.
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[4] Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28-38.
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[8] Brown, L. G. (1990). Convenience in services marketing. Journal of Services Marketing, 4(1), 53-59.
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[9] Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340.
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Times Cited (2) 〈TOP〉

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