跳到主要內容

臺灣博碩士論文加值系統

(18.204.56.185) 您好!臺灣時間:2022/08/17 15:14
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

我願授權國圖
: 
twitterline
研究生:陳志昌
研究生(外文):Chi-Chang Chen
論文名稱:不同教學方式下學習成效之研究─網大教學與網大輔助傳統教學之比較
論文名稱(外文):A study of Learning Effects of Different Instruction Methods: A Comparison between Online Instruction and Traditional Instruction Assisted with Online Learning System
指導教授:賴香菊賴香菊引用關係
學位類別:碩士
校院名稱:國立中山大學
系所名稱:傳播管理研究所
學門:商業及管理學門
學類:其他商業及管理學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:106
中文關鍵詞:線上學習學習成效教學方式互動傳統教學線上教學
外文關鍵詞:traditional instructionlearning effectsonline instructioninstruction methodinteractions
相關次數:
  • 被引用被引用:57
  • 點閱點閱:827
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:14
近年來由於網路建設日趨成熟、電腦使用的普及與大眾對於持續學習的需求,網路教學已成為一股新的學習方式與潮流。相較於傳統的面對面教學,網路教學有不受時間、地點限制以及學習互動管道多樣的優點,但相對的,也可能因為在全然的虛擬學習環境裡而產生人際疏離的情形。鑑於網路教學與傳統教學都有各自的優點,因此本研究主要在比較網路教學與網路教學結合傳統教學下的學習互動過程以及學習成效上是否有差異,並做為教學設計以及未來研究的參考。本研究是採實地研究法觀察某大學中,以網路大學教學平台進行網大教學以及以網大教學平台輔助傳統教學的兩個班級,並深入探討兩種教學方式下的學習互動過程與學習成效上是否有差異。另外,並以個人特質作為干擾變數進一步探討在不同教學方式下,個人特質是否會對學習互動過程造成干擾。最後則是探討不同教學方式下,學習互動過程是否會對學習成效造成影響。
研究結果發現,在學習成效上,網大教學方式下的個人學習成績顯著的高於網大輔助傳統教學下的個人成績,但是在學習滿意度上則無顯著的差別。在學習互動過程上,網大教學方式的張貼篇數明顯多於網大輔助傳統教學方式的張貼篇數,其餘的學習互動過程則無顯著差異。在個人特質上發現,只有性別與認知型態會分別干擾張貼平均字數以及非有效學習特徵。最後本研究並發現,在兩種教學方式下,學習互動過程對學習成績都有顯著的影響,但對於學習滿意度則不一定有影響。
The objective of this study is to investigate the effects of the online instruction versus the effects of traditional face-to-face instruction assisted with online learning system. Specifically, the learning process is investigated. The observation groups of this study are two class students. One class is online class and the other class studies in a traditional class assisted with online learning system. The variables of personalities are also taken into discussion to explore whether the personalities of learners moderate the learning process and the learning effects. Moreover, whether the learning processes between two different instruction methods affect learning effects are explored.
Based on the data analysis, the findings of this study are summarized as follows:
1. The learning achievements of online instruction learners are significantly better than those of learners who studied in a traditional class assisted with online learning system. However, the differences of learning satisfactions from learns are not significant.
2. Learners in the online instruction post more articles than those who study in traditional instruction assisted with online learning system. But the other subjects in the learning process between the two instruction methods don’t have significant differences.
3. Gender and the cognitive style separately affect the average numbers of post words and ineffective learning characteristics.
4. The learning process affects significantly the achievements of learners in both instruction methods, but the learning process doesn’t always affect the learning satisfactions of learners.
目 錄
第一章 緒論1
第一節 研究背景與動機1
第二節 研究目的與問題3
第三節 研究方法3
第四節 研究流程4
第五節 論文架構5
第二章 文獻探討6
第一節 遠距教學6
第二節 影響學習成效的因素13
第三節 學習互動過程與學習滿意度22
第三章 研究架構與方法30
第一節 研究架構30
第二節 研究假設31
第三節 研究變數的定義與操作37
第四節 研究方法與程序39
第五節 資料收集來源與前測44
第六節 信度與效度46
第七節 分析方法47
第四章 資料分析50
第一節 研究對象之基本資料描述與認知型態分組50
第二節 討論區內容分析與問卷的信度檢驗53
第三節 假設的檢定58
第四節 驗證結果彙整77
第五章 結論與建議81
第一節 研究發現與結論84
第二節 研究貢獻84
第三節 研究限制86
第四節 研究方向建議87
參考文獻88
一、中文部分88
二、西文部分90
附錄一、個人基本資料問卷95
附錄二、網路教學平台自我效能問卷96
附錄三、學習滿意度問卷(網大教學組)98
附錄四、學習滿意度問卷(網大輔助傳統教學組)100
附錄五、認知型態藏圖量表102
參考文獻一、中文部分王石番(民86),傳播內容分析法─理論與實證,台北,幼獅文化。王秋華(民90),網路教學之學生學習行為與學習滿意度及學習績效的關係,大葉大學資管所碩士論文。尹玫君、劉蓁蓁(民86),遠距教學理論與文獻之探討,國立台南師範學院,初等教育學報,10,21-80。李菁蓉(民86),CMC應用在隔空教育之省思:探討空大電子布告欄的使用,2,149-168。李怡慧(民89),網路教學環境上群組合作學習分組方式之探討,國立中山大學資訊管理研究所未出版碩士論文。巫靜宜(民89),比較網路教學與傳統教學對學習效果之研究─以Word 2000之教學為例,淡江大學資訊管理研究所未出版碩士論文。馬芳婷(民78),社教機構短期研習班教師教學行為與學生學習滿意度研究,國立臺灣師範大學社會教育研究所未出版碩士論文。邱皓政(民89),量化研究與統計分析,台北,五南。 吳錦波、蔡崇勝(民76),資訓管理領域研究方法之比較研究,資訊管理學報,4,7-17。吳靜吉、楊簣芬(民76),活動經驗量表之編製及其相關研究,未發表。孫邦正、鄒季婉(民67),教育心理學,商務印書館,台北。許麗玲(民89),認知風格在虛擬實境遠距學習遷移之影響,國立高雄師範大學工業科技教育研究所未出版碩士論文。施冠慨 主編(民88),教學科技與教學革新,台北,師大書苑。蕭安成(民87),隔空與非隔空學習者自我導向學習傾向和學習滿意度之研究,國立高雄師範大學成人教育研究所未出版碩士論文。張春興(民85),教育心理學─三化取向的理論與實踐,台北,東華書局。張基成、莊智明(民86),科技化企業訓練新趨勢下的網路化訓練-網際網路與全球資訊網在企業教育訓練上的應用,遠距教育,8,12-17。張紹勳(民90),研究方法,台中,滄海書局。張履揆(民87),網路遠距學習環境之理論推演與系統設計,元智大學資訊研究所碩士論文。張靜嚳(民85),建構教學:採用建構主義,如何教學?,國立彰化師範大學科學教育研究所未出版碩士論文。陳國恩(民86),空中大學學生學習風格與學習滿意、學習成就關係之研究,國立台灣師範大學社會教育研究未出版碩士論文。郭重吉(民76),英美等國晚近對學生學習風格之研究,資優教育季刊,22,2-8。顏龍源(民85),Internet上遠距教學系統設計之研究,台灣師範大學資訊教育研究所未出版碩士論文。曾火城(民88),個別化教育的理論基礎與實施策略,社會科學學報,7,45-70楊家興(民81),視聽教育與我國隔空教育的發展,教育資料集刊,17,197-208頁。資策會(民88),「專科以上學校開辦遠距教學作業要點」,http://www.edu.tw/ rules/index.htm,台北:教育部二、西文部分Al-Hawamdeh, S. & Lee, Chye-Seng (2001). New mode of course delivery for virtual classroom. Aslib Proceedings, Vol. 53, No. 6, pp.238-239. Abraugh, J. B. (2001). How Instructor immediacy behaviors affect student satisfaction and learning in web-based courses, Business Communication Quarterly, Vol. 4, Dec., pp.42-54. Abraugh, J. B. (2000a). How classroom environment and student engagement affecting in internet-based MBA courses. Business Communication Quarterly, Vol. 4, December, pp. 9-26. Abraugh, J. B. (2000b). Virtual classroom characteristics and student satisfaction with internet-based MBA Courses. Journal of Management Education, Vol. 24, No.1, Feb., pp.32-54.Alavi, M. (1994). Computer-mediated collaborative learning: An empirical evaluation. MIS Quarterly, pp.159-174.Alavi, M., Wheeler, B. C.&Valacich, J. S. (1995). Using IT to reengineer business education: An Exploratory investigation of collaborative telelearning. MIS Quarterly, pp.269-281.Alavi, M. & Leidner, D. (2001). Research Commentary: Techonology-mediated depth and breadth of research. Informaton Systems Research, Vol. 12, No. 1, pp.1-10.Baker, B. O., Frisbie, A. G. & Patrick, K. R. (1989). Broadening the new definition of distance education in Light of the Telecommunication Technologies. The American Journal of Distance Education, Vol. 3, No. 1, pp.20-29. Bandura, A. (1986). Social Foundations of Thought and Action: Social Cognitive Theory, Englewood Cliffs, NJ:Prentice Hall.Berelson, B. (1952). Content analysis in Communication Research, New York: The Free Press.Biner, P. M., Dean, R. S. & Mellinger, A. E. (1994). Factors underlying distance learner satisfaction with televised college-level courses. The American Journal of Distance Education, Vol. 8, No.1, pp.53-70.Buchanan (1996). The virtual classroom: Using online conferencing to deliver training and education. Federal Portion, Vol. 60, pp.11-19.Bostrom, R. P., Olfman, L. & Sein, M. K. (1990). End-user computing: a research framework for investigating the training/learning process. Human Factors in Management Information Systems, pp.221-250.Chou, Huey-Wen & Wang, Tsung-Bing (2000). Influences of cognitive style and training method on training effectiveness. Computers and Education, Vol.37, pp.11-25.Coffin, R.J. and MacIntyre, P.D. (1999). Motivational influences on computer-related affect states. Computers in Human Behavior, Vol. 15, pp.549-569. Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, Vol.19, pp.189-21.Davis, D. L. and Davis, D. F. (1990).The effect of training techniques and personal characteristics on training end users of information systems. Journal of Management Information System, Vol. 7, No. 2, pp.93-110.DeVellis, R. F. (1991). Scale Development Theory and Applications, London: Sage.Field, H. S. & Giles, W. G. (1980). Student satisfaction withgraduate education: Dimensionality and assessment in a school of business. Educational Research Quarterly, Vol. 5, No. 2, pp.66-73.Hitz, S. R. (1994). The Virtual Classroom: Learning without limits via computer network, Norwood, NJ: Ablex.Hillesheim, G. (1998). Distance learning: barriers and strategies for students and faculty. The Internet and Higher Education, Vol. 1, pp.31-44.Jegede, O., Collis, B., Naidu, S. & Linda de Verries (1995). Online professional staff development: An Evaluation research. distance education, Vol. 16, No. 1, pp.172-178.Kassarjian, H. H. (1977). Content Analysis in Consumer Research . Journal of Consumer Research, Vol. 4, pp.8-18.Keegan, D. (1986). Distance Education: International Perspectives, New York: Routledge.Kearsely, G. (1996). Foundations of Distance Education, London, New York: Routledge.Knowels, M. S. (1970). The Modern Practice of Adult Education, New York Association Press.Kettanurak, V. & Haseman, W. D. (2001). User attitude as a mediator ofl earning performance improvement in an Interactive multimedia environment: An empirical investigation of the degree of interactivity andlearning styles. Human-Computer Studies, Vol. 54, pp.541-583. Nunnally, J. C. (1978). Psychometric theory, New York: McGraw-Hill.Mangan, P. (2001). What is distance learning. Management Quarterly, pp.30-34.McGee, M. K. (1999). Train on the web. Information Week, Vol. 718, pp.101-105. Messick, S. (1976). Personality consistencies in cognition and creativity, pp.4-22, San Francisco: Jossey_Bass.Moore, M.(1993). Three types of interaction: distance education: New perspectives, eds. K. Harry, M. Hohn and D. Keegan. London: Routledge.Moore, M. G. (1996). Theory of Transactional Distance: Theoretical principle of distance education, pp.22-38, New York: Routledge.Piccoli, G., Ahmad, R. & Ives, B. (2001). Web-based virtual Learning enviroments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS Quarterly, Vol. 25, No. 4, pp.401-426.Repman, J. & Logan, S. (1996). Interaction at a distance possible barriers and collaborative solutions. TECHTRENDS, Vol. 41, pp.35-38.Rovai, A. P. (2000). Building and sustaining community in asynchronous learning networks. Internet and Higher Education, Vol. 3, pp.285-297.Schnell, T. J. (1986). Cognitiveconceptions of learning. Review of Educational Research, Vol. 56, pp.411-436. Spence, R. B. & Evans, L. H. (1956). Dropouts in adult education. Adult Education, Vol. 4, pp.221-225. Stokes, S. P. (2001). Satisfactions of college Students with the digital Learning environment: Do learners temperaments make a difference?. Internet Higher Education, Vol. 4, pp.31-44.Tallman, F. D. (1994). Satisfaction and completion in correspondence study: The Influence on Instructional and student-support services. The America Journal of Distance Education, Vol. 8, No. 2, pp.43-55.Tough, A. (1982). Some major reasons for learning. (ERIC Document Reproduction, Service No. ED 033-251)Tu, Chih-Hsiung (2000). On-line learning migration: From the social presence theory in a CMC environment. Journal of Network and Computer Application, Vol. 23, pp. 27-37.Webster, J., Heian, J. B. & Michelman, J. E. (1990). Computer Training and Computer Anxiety in the Educational Process: An Experimental Analysis. Proceedings of the Eleventh International Conference on Information System, pp. 171-182.Webster, J. & Hackley, P. (1997). Teaching effectiveness in tecnology-mediated distance learning. Academy of Management Journal, Vol. 40, No. 6, pp.1282-1309. Witkin, H. A. (1976).Cognitive styles in academic performance and in teacher student relations. In S. Messick & Associates Individuality in learning, San Francisco: Jossey-Bass Publishers.Witkin, H. A., Dyk, R .B., Paterson, H. F., Goodenough, D. R.,& Karp, S. A.(1962). Psychological Differentiation, N.Y. Wiley.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top