臺灣博碩士論文加值系統

線上學習是新興起的學習方式，在資訊科技進步、網路發達及忙碌的環境中提供不受時間、空間限制的學習方式，具方便及效率。線上學習的核心議題是學員間互動，熱絡的互動標示出線上學習成功的一面，沒有互動將可能淪為數位廢墟；引發互動的因素是廣泛的，研究發現與互動相關的因素有進入討論版次數、能熟練的使用討論版、有吸引人的議題、互動的公平、成員間的信賴、愉悅氣氛和互動時間安排。為促進互動，應先促成學員多進入討論版，學員進入討論版行為對互動行為有決定性影響。

Online learning is an emerging learning style. In surroundings of advanced information technology and developed network, it provides us a new learning approach which is not limited by time and aerospace. The kernel issue of online learning is interactions of participants. Frequent interactions of participants indicate the success of online learning or without interactions will make online learning platform a waste house. Factors which cause interaction with peers or instructors are extensive. Results assert that factors which are correlation to frequency of posting include the frequency of entering forum, ability to use forum artfully, and appealing issues, fair of the result of interaction, confidence between participants, delightful ambiance, and time management of interaction. In order to promote interaction that participants frequently enter forum should be precipitated. The behavior of entering forum has critical affection on frequency of posting.

目錄……………………………………………………….......................i
表次…………………………………………………….………………iv
圖次…………………………………………………….………………v
第一章 緒論…………………………………………………………….1
第二章 文獻探討……………………………………………………… 3
第一節 線上學習………………………………………………….3
第二節 線上社群………………………………………………….5
第三節 常用的線上互動工具-討論版…………………………....6
第四節 線上學習互動可能因素……………………………….....8
壹、 課程設計，TAM model………………………………..8
貳、 討論版與課程整合……………………………………10
參、 互動時間安排管理……………………………………11
肆、 科技技能經驗影響……………………………………11
伍、 獎賞策略………………………………………………13
陸、 性別……………………………………………………14
柒、 信賴……………………………………………………15
捌、 學術素養(academic strength)…………………………16
玖、 社群感………………………………………………....17
壹拾、 對互動的滿意……………………………………18
壹拾壹、 對滿意的影響因素-公平、資訊、和狀態……..19
壹拾貳、 動機………………………………………………21
第五節 線上學習互動可能因素歸納……………………………22
第三章 研究方法…………………………………………………...….24
第一節 研究模式…………………………………………………24
第二節 研究對象…………………………………………………24
第三節 研究工具…………………………………………………25
壹、 因素分析………………………………………………25
貳、 信度考驗………………………………………………28
第四章 資料分析………………………………………………………29
第一節 基本資料分析....................................................................29
第二節 相關分析…………………………………………………35
壹、 與互動不具相關的層面因素探討……………………38
貳、 同時與發表訊息及進入討論版相關的因素…………39
一、 社群感……………………………………………39
二、 討論版容易使用…………………………………39
三、 信賴………………………………………………40
四、 互動時間安排……………………………………41
五、 性別………………………………………………41
參、 一些值得參考的相關因素：議題、公平與滿意、教師提供專業知識技能協助………………………………42
一、 議題和公平………………………………………42
二、 滿意、教師提供專業知識技能協助……………42
第三節 逐步迴歸分析……………………………………………43
第五章 結論與建議……………………………………………………46
第一節 研究發現與結論…………………………………………46
第二節 建議………………………………………………………49
第三節 研究限制…………………………………………………51
參考文獻………………………………………………………………..53
附錄……………………………………………………………………..57

Alley, M. (2003). Foundations of educational theory for online learning. Chapter 1 of Theory and Practice of Online Learning, 3-31,Athabasca University, Canada.
Burgstahler, S. (1997). Teaching on the Net: What’s the Difference? T.H.E. Journal, 24(9). Web Page http://www.thejournal.com/magazine/vault/A1365.cfm.
Carliner, S. (1999). Overview of online learning. Amherat, MA: Human Resource Development Press. It was cited by Alley (2003). Foundations of educational theory for online learning. Chapter 1 of Theory and Practice of Online Learning, 3-31,Athabasca University, Canada.
Chizmar, J. F., & Walbert, M. S. (1999). Web-based learning environments guided by principles of good teaching practice. Journal of Economic Education, 248-264.
Cox, G. (2002). Presentation at the MEG Colloquium held at the University of Cape Town, 21-23 October.
Dempsey, J.V., & Van Eck, R.N.V. (2002). Instructional design on-line: Evolving expectations. In R.A. Reiser, & J.V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 281-294). New Jersey: Pearson Education.
Dick, W., Carey, L., & Carey, J.O. (2000). The systematic design of instruction (5th ed.). New York: HarperCollins.
Dolmans, D.H.J.M., Wolfhagen, I.H.A.P., van der Vleuten, C.P.M., & Winjen, W.H.F.W. (2001). Solving problems with group work in problem-based learning: hold on to the philosophy. Medical Education, 35, 884-889.
Hassan M. Selim(2003). An empirical investigation of student acceptance of course websites. Journal of Computer & Education, 40, 343-360.
Herring, S. (1994). Gender differences in computer-mediated communication: Bringing familiar baggage to the new frontier. Paper presented at American Library Association annual convention, Miami, FL.
Herring, S. (2000). Gender differences in CMC: Findings and implications. Computer Professionals for Social Responsibility Newsletter, 18(1).
Hill, J.R. (2002). Overcoming obstacles and creating connections: Community building in Web-based learning environments. Journal of Computing in Higher Education, 14, 67-86.
Judith B. Pena-Shaff, Craig Nicholls(2004). Analyzing student interactions and meaning construction in computer bulletin board discussions. Paper presented at the Computers & Education, 42, 243-256.
Ken Masters, Gudrun Oberprieler(2004). Encourage equitable online participation through curriculum articulation. Paper presented at the Computer & Education, 42, 319-332.
Khan, B. (1997). Web-based instruction: What is it and why is it? In B. H. Khan (Ed.), Web-based instruction, 5-18. Englewood Cliffs, NJ: Lawrence Erlbaum.
Klemm, W.R. (1998). Eight ways to get students more engaged in on-line conferences. The Higher Education Journal, 26(1), 62-64.
Liyan Song, Ernise S. Singleton, Janette R. Hill, and Myung Hwa Koh(2004). Improving online learning: Student perceptions of useful and challenging characteristics. Paper presented in Internet and Higher Education, 7, 59-70.
McConnel, D. (1997). Interaction patterns of mixed sex groups in educational groups computer conferences. Part 1. Gender and Education, 9(3), 345-363.
Oblinger, D. G., & Maruyama, M. K. (1996). Distributed Learning. CAUSE Professional Paper Series, Number 14.
Petrides, L. A. (2002). Web-based technologies for distributed (or distance) learning: Creating learning-centered educational experiences in the higher education classroom . International Journal of Instructional Media, 29(1), 69-77.
Poole, D. M. (2000). Student participation in a discussion-oriented online course: A case study. Journal of Research on Computing in Education, 33(2), 162-177.
Preece, J.,Nonneck, B., & Andrews, D.(2004). The top five reasons for lurking:improving community experieces for everyone. Paper presented at the Computers in Human Behavior, 20, 201-223.
Richard L. Oliver, P.V. (Sundar) Balakrishnan, and Bruce Barry(1994). Outcome Satisfaction in Negotiation: A Test of Expectancy Disconfirmation. Journal of Organizational Behavior and Human Decision Processes 60, 252-275.
Rovai, A.P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. Internet and Higher Education, 5, 319-332.
Smith, P.L., & Ragan, T.J. (2000). Instructional design. New York: John Wiley & Sons, Inc.
Stephanic Watts, Wendy Schneier Siegal(2003). Informational influence in organizations: An integrated approach to knowledge adoption. Paper presented at the Information Systems Research, Mar 2003, pg.47.
Sally Lloyd, Rodney Cate, and June Henton(1982). Equity and Rewards as Predictors of Satisfaction in Casual and Intimate relationships. The Journal of Psychology, 110, 43~48.
Troha, F. J. (2002). Research Reveals Imperatives for Effective Web-based Instruction.
Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. Internet and Higher Education, 6, 77-90.
Woods, R.H. (2002). How much communication is enough in online courses? Exploring the relationship between frequency of instruction-initiated personal email and learners’ perceptions of and participation in online learning. International Journal of Instructional Media, 29(4), 377-394.