(3.239.159.107) 您好!臺灣時間:2021/03/08 21:04
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:莊菁怡
研究生(外文):Ching-Yi Chuang
論文名稱:電子化學習環境中學習策略對學習滿意度之影響
論文名稱(外文):The Influence of Learning Strategy on Learning Satisfaction in an e-Learning Environment
指導教授:洪新原洪新原引用關係
指導教授(外文):Shin-Yuan Hung
學位類別:碩士
校院名稱:國立中正大學
系所名稱:資訊管理學系
學門:電算機學門
學類:電算機一般學類
論文種類:學術論文
論文出版年:2005
畢業學年度:93
語文別:中文
論文頁數:120
中文關鍵詞:電子化學習非同步遠距教學科技中介學習學習策略學習滿意度
外文關鍵詞:Electronic LearningAsynchronous Distance LearningTechnology-mediated LearningLearning StrategyLearning Satisfaction
相關次數:
  • 被引用被引用:80
  • 點閱點閱:1418
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:293
  • 收藏至我的研究室書目清單書目收藏:24
近年來,在探討有關電子化學習(e-Learning)趨勢之相關研究上,可以看出未來電子化學習環境中,必定會將教育觀點與理念融入學習環境設計中,因此將會更重視學習者內在學習歷程的變化。過去在資管研究領域中大部分研究主要仍然著重在探討自變數對應變數之影響,而中間歷程很少被加以討論,因而目前缺乏有關電子化學習中介歷程方面的實證研究。本研究以國立中正大學網路教學系統與K12數位學校上所開設的網路課程為研究範圍,並以修習課程的學習者為研究樣本,透過問卷調查的方式蒐集資料與結構方程式模式分析方法加以驗證,希望瞭解在電子化學習環境中學習策略對電子化滿意度之影響。資料分析結果顯示:(1)「學習動機」與「教學者特質」對學習策略產生正向顯著的影響;(2)「教學者特質」與「學習策略」對電子化學習滿意度亦產生正向顯著的影響;(3)本研究模式對學習策略與電子化學習滿意度都有不錯的解釋能力(R2 介於45%~54%間);(4)兩個樣本群分析結果一致,初步推論系統平台特性對於研究結果並無顯著影響。從研究結果中發現「學習策略」在電子化學習過程中扮演的角色確實重要,同時亦成功驗證了本研究所提出的研究模式,也說明了學習歷程之探討有其必要性,後續研究發展亦可針對此部分進行更多相關的實證研究,必將能提供往後的電子化學習領域更多元豐富的參考依據。
Recently, many studies discuss the development of the e-Learning environment from the educational perspectives. However, learners’ psychological learning process in an e-Learning environment is generally neglected. An empirical study was conducted to examine the effect of learning strategy on learning satisfaction in an e-Learning environment. The learners of the National Chung Cheng University Web Education System (CCU) and the K12 Digital School (K12) are the two sample groups in our survey. The results indicate that: (1) learning motivation and the instructor’s characteristics have significant positive effects on the learning strategy; (2) instructor’s characteristics and learning strategy have significant positive effects on the learning satisfaction; (3) the model explains 48.9%(54.4%) and 46.6%(45.7%) of the variances on learning strategy and learning satisfaction of CCU(K12) group respectively; (4) no significant differences exist between the results of CCU and K12 groups. Implications from the findings are also provided.
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 研究對象與範圍 4
第四節 研究貢獻 4
第五節 論文架構與研究流程 5
第二章 文獻探討 7
第一節 電子化學習 7
第二節 電子化學習之相關研究結果 17
第三節 學習策略 31
第三章 研究方法 48
第一節 研究模式 48
第二節 研究假說 49
第三節 研究變數之設計 52
第四節 問卷設計 57
第五節 研究設計 57
第四章 資料分析方法 63
第一節 資料分析流程 63
第二節 樣本基本資料分析 63
第三節 問卷合適度分析 66
第四節 信度與效度分析 67
第五節 修正後研究模式 73
第六節 研究假說檢定 74
第七節 研究發現 85
第五章 結論與建議 87
第一節 研究結果說明 88
第二節 對後續研究與實務應用的建議 95
第三節 研究限制 97
第四節 未來研究方向 98
參考文獻 101
英文部分 101
中文部分 107
網站資料部分 109
附錄:電子化學習問卷調查 110
英文部分
1.Ahmed, R. (2000), Effectiveness of web-based virtual learning environments in business education: Focusing on basic skills training for information technology, Published doctoral dissertation, Louisiana State University, Baton Rouge:LA.
2.Alavi, M. (1994), “Computer-mediated collaborative learning: An empirical evaluation”, MIS Quarterly, 18(2), pp.150-174.
3.Alavi, M., and D. Leidner (2001), “Research commentary: Technology-mediated learning - A call for greater depthand breadth of research”, Information Systems Research, 12(1), pp.1-10.
4.Alavi, M., B. Wheeler, and J. Valacich (1995), “Using IT to reengineer business education: An exploratory investigation of collaborative telelearning”, MIS Quarterly, 19(3), pp.294-312.
5.Anderson, L. P., S. R. Banks, and P. A. Leary (2002), “The effect of interactive television courses on student satisfaction”, Journal of Education for Business, Vol.77, pp.164-168.
6.Arbaugh, J. B. (2002), “Managing the on-line classroom: A study of technological and behavioral characteristics of web-based MBA courses”, Journal of High Technology Management Research, 13(2), pp.203-223.
7.Bagozzi, R. P. ,and Y. Yi (1988), “On the evaluation of structural equation models”, Journal of the Academy of Marketing Science, 16(1), pp.74-94.
8.Beyth-Marom, R., E. Chajut, S. Roccas, and L. Sagiv (2003), “Internet-assisted versus traditional distance learning environments: factors affecting students’ preferences”, Computer and Education, 41(1), pp.65-76.
9.Bostrom, R. P. (1990), “The importance of learning style in end-user training”, MIS Quarterly, 14(1), pp.101-119.
10.Brown, A. L., J. D. Bransford, R. A. Ferrara, and J. G. Campione (1983), “Learning, remembering and understanding”, in Handbook of child psychology, P. H. Mussen (ed.), Wiley & Sons:New York.
11.Byrne, B. M. (2001), Structural equation modeling with AMOS: Basic concepts, applications, and programming, Lawrence Erlbaum: Mahwah.
12.Carswell, A. D. (2002), “Learner outcomes in an asynchronous distance education environment”, International Journal of Human-Computer Studies, 56(5), pp.475-494.
13.Cassarino, C. (2003), “Instructional design principles for an eLearning environment A call for definitions in the field”, The Quarterly Review of Distance Education, 4(4), pp.455-461.
14.Cavanaugh, M. A., G. T. Milcovich, and J. Tang (2000), “The human and technical dimensions of multimedia distance learning (MDL): A study of MDL effectiveness in a global human resource management class”, Working paper, Cornell Unversity.
15.Cheng, L. J. (1983), A relationship between class climate and learning behaviors of adult learners in supplementary high school programs, Unpublished Master’s thesis, National Normal University: Taiwan.
16.Chou, H. W. (2001a), “Effects of training method and computer anxiety on learning performance and self-efficacy”, Computers in Human Behavior, 17(1), pp.51-69.
17.Chou, H. W. (2001b), “Influences of cognitive style and training method on training effectiveness”, Computers and Education, 37(1), pp.11-25.
18.Chou, H. W., and T. B. Wang (2000), “The influence of learning style and training method on self-efficacy and learning performance in WWW homepage design training”, International Journal of Information Management, 20(6), pp.455-472.
19.Chou, S. W., and C. H. Liu (2005), “Learing effectiveness in a Web-based virtual learning environment: a learner control perspective”, Journal of Computer Assisted Learning, Vol.21, pp.65-76.
20.Coffin, R. J., and P. D. MacIntyre (1999),.”Motivational influences on computer-related affect states”, Computers in Human Behavior, 15(5), pp.549-569.
21.Compeau, D. R., and C. A. Higgins (1995), “Computer self-efficacy: Development of a measure and initial test”, MIS Quarterly, 19(2), pp.189-211.
22.Compeau, D. R., C. A. Higgins, and S. Huff (1999), “Social cognitive theory and individual reactions to computing technology: A longitudinal study”, MIS Quarterly, 23(2), pp.145-158.
23.Conole, G., M. Dyke,M. Oliver, and J. Seale (2004), “Mapping pedagogy and tools for effective learning design”, Computer and Education, 43(1/2), pp.17-33.
24.Cooper, A. (2004), “The challenge for eLearning”, OpenPraxis, Vol. 1, pp.8-11.
25.Dansereau, D. F., K. W. Collins, B. A. McDonald, C. D. Holley, J. Garland, G. Diekhoff, and S. H. Evans (1979), “Development and evaluation of a learning strategy training program”, Journal of Educational Psychology, 71(1), pp.64-73.
26.Dillon, C. L., and C. N. Gunawardena (1995), “A framework for the evaluation of telecommunications-based distance education”, 17th World Congress of the International Council for Distance Education, Birmingham, Vol.2, pp.348-351.
27.Dowson, M., and D. M. McInerney (2004), “The development and validation of the goal orientation and learning strategies survey”, Educational and Psychological Measurement, 64(2), pp.290-310.
28.Eagly, A. H., and S. Chaiken (1993), The psychology of attitudes, Harcourt College Publishers, Fort Worth, TX.
29.Fu, C. J., and H. C. Chu (2003), “Examinations of learning needs and learning satisfactions among non-traditional students-A case of extension degree programs in a typical college in the central area in Taiwan”, Journal of Taiwan Normal University: Education, 48(1), pp.113-126.
30.Fulk, J. (1993), “Social construction of communication technology”, Academy of Management Journal, 36(5), pp.921-950.
31.Fulk, J., J. Schmitz, and C. W. Steinfield (1990), “A social influence model of technology use”, In Organizations and communication technology, Newbury Park, CA:Sage, pp.117-141.
32.Gist, M. E., C. K. Stevens, and A. G. Bavetta (1991), “Effects of self-efficacy and post training intervention on the acquisition and maintenance of complex interpersonal skills”, Personnel Psychology, 44(4), pp.837-861.
33.Gist, M. E., C. Schwoerer, and B. Rosen (1989), “Effects of alternative training methods on self-efficacy and performance in computer software training”, Journal of Applied Psychology, 74, pp.884-891.
34.Govindasamy, T. (2002), “Successful implementation of e-Learning pedagogical considerations”, Internet and Higher Education, 4(3/4), pp.287-299.
35.Gowan, J. A., and J. M. Downs (1994), “Video conferencing human-machine interface: A field study”, Information and Management, 27(6), pp.341-356.
36.Green, S., and T. Taber (1980), “The effects of three social decision schemes on decision group process”, Organizational Behavior and Human Performance, 25(1), 1980, pp.97-106.
37.Gregory, A. D. (2003), “Predictors of student satisfaction in distance-delivered graduate nursing courses: what matters most?”, Journal of Professional Nursing, 19(3), pp.149-163.
38.Hair, J. F., R. E. Anderson, R. L. Tatham, and W. C. Black (1998), Multivariate data analysis, Fifth Edition, Prentice-Hall:New Jersey.
39.Hara, N., and R. Kling (2000), “Student’s distress with a web-based distance education course: An ethnographic study of participants’ experiences”, Information, Communication and Society, 3(4), pp.557-579.
40.Hiltz, S. R. (1986), “The virtual classroom: Using computer-mediated communication for university teaching”, Journal of Communication, 36(2), pp.95-104.
41.Hiltz, S. R. (1994), The virtual classroom: Learning without limits via computer, Ablex Publishing Corporation:New Jersey.
42.Hiltz, S. R. (1997), “Impacts of college-level courses via asynchronous learning networks: Some preliminary results”, Journal of Asynchronous Learning Networks, 1(2), pp.1-19.
43.Igbaria, M., and J. Iivari (1995), “The effects of self-efficacy on computer usage”, Omega, 23(6), pp.587-605.
44.Issacs, E. A., T. Morris, T. K. Rodriguez, and J. C. Tang (1995), “A comparison of face-to-face and distributed presentations”, In Proceedings of the Association for Computing Machinery (ACM) Special Interest Group on Computers and Human Interaction (CHI) 95 Conference, ACM Press:New York, pp.354-361.
45.Jonassen, D. H. (1985), “Learning Strategies: A new educational technology”, Programmed Learning and Educational Technology, 22(1), pp.26-34.
46.Kettanurak, V. N., K. Ramamurthy, and W. D. Haseman (2001), “User attitude as a mediator of learning performance improvement in an interactive multimedia environment: an empirical investigation of the degree of interactivity and learning styles”, International Journal of Human-Computer Studies, 54(4), pp.541-583.
47.Kline, R. B. (1998), Principles and practice of structural equation modeling, Guilford: New York.
48.Knoll, K., and S. Jarvenpaa (1995), “Learning to work in distributed global teams” Proceedings of the 28th Hawaii International Conference on System Sciences, January 04 – 07, Maui:HI., pp.92-101.
49.Lee, M. G. (2001) “Profiling students’ adaptation styles in web-based learning”, Computer and Education, 36(2), pp.121-132.
50.Leidner, D. E., and S. L. Jarvenpaa (1993), “The information age confronts education: Case studies on electronic classrooms”, Information Systems Research, 4(1), pp.24-54.
51.Leidner, D. E., and S. L. Jarvenpaa (1995), “The use of information technology to enhance management school education: A theoretical view,” MIS Quarterly, 19(3), pp.265-292.
52.Leidner, D., and M. Fuller (1997), “Improving student learning of conceptual information: GSS supported collaborative learning vs. individual constructive learning”, Decision Support Systems, 20(2), pp.149-163.
53.Lengnick-Hall, C., and M. Sanders (1997), “Designing effective learning systems for management education: Student roles, requisite variety, and practicing what we teach”, Academy of Management Journal, 40(6), pp.1334-1368.
54.Lewis, J., J. Whitaker, and J. Julian (1994), “Distance education for the 21st century: The future of national and international telecomputing networks in distance education”, In Computer mediated communication and the online classroom, Cresskill, Hampton Press:NJ, Vol.3, pp.13-30.
55.Lim, K., L. Ward, and I. Benbasat (1997), “An empirical study of computer system learning: Comparison of co-discovery and self-discovery methods”, Information Systems Research, 8(3), pp.254-272.
56.Lu, J., Yu C. S., and Liu C. (2003), “Learning style, learning patterns, and learning performance in a WebCT-based MIS course”, Information and Management, 40(6), pp.497-507.
57.Ma, F. T. (1988), The relationship between teacher’s behaviors and student’s satisfaction in social education programs, Unpublished Master’s thesis, National Normal University: Taiwan.
58.Macdonald, J. (2003), “Assessing online collaborative learning: process and product”, Computer and Education, 40(4), pp.377-391.
59.Maki, R. H. W. S. Maki, M. Patterson, and P. D. Whittaker (2000), “Evaluation of a web-based introductory psychology course: I. learning and satisfaction in on-line versus lecture course”, Behavior Research Methods, Instruments, and Computers, 32(2), pp.230-239.
60.Mason, R., and P. Bacsich (1998), “Embedding computer conferencing into University teaching”, Computers in Education, 30(3/4), pp.249-258.
61.Mathieu, J. E., J. W. Martineau, and S. I. Tannenbaum (1993), “Individual and situational influences on the development of self-efficacy: Implications for training effectiveness”, Personnel Psychology, 46(1), pp.125-147.
62.Mayadas, A. F. (1997) “Asynchronous Learning Networks: A Sloan Foundation Perspective”, Journal of Asynchronous Learning Networks, 1(1), pp.1-16.
63.Mayer, R. E. (1987). Educational psychology: A cognitive approach, Harper Collins Publishers.
64.Mayer, R. E. (1988), “Learning strategies: An overview”, In Learning and study strategies: Issues in assessment, instruction, and evaluation, C. E. Weinstein, E. T. Goetz, and P. A. Alexander (Eds.), Academic Press, California:S.D.
65.Mazzolini, M., and S. Maddison (2003), “Sage, guide or ghost? The effect of instructor intervention on student participation in online discussion forums”, Computer and Education, 40(3), pp.237-253.
66.McKeachie, W. J., P. R. Pintrich, Y. G. Lin, and D. A. F. Smith (1986), Teaching and learning in the college classroom: A review of the research literature, The Regents of University of Michigan.
67.Merrill, M. D. (1983), “Component display theory”, in Instructional Design Theories and Models, C. M. Reigeluth (ed.), Lawrence Erlbaum Associates, Hillsdale:NJ.
68.Moore, M. G., and G. Kearsley (1996), Distance education: A system view, Wadsworth Publishing Company: San Francisco.
69.Nahl, D. (1993), “Communication dynamics of a live interactive television system for distance education”, Journal of Education for Library and Information Science, 34(3), pp.200-217.
70.Oliver, R., and J. Herrington (2003), “Exploring technology-mediated learning from a pedagogical perspective”, Interactive Learning Environments, 11(2), pp.111-126.
71.Pahl, C. (2003), “Managing evolution and change in web-based teaching and learning environments”, Computer and Education, 40(2), pp.99-114.
72.Piccoli, G., R. Ahmad, and B. Ives (2001), “Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training”, MIS Quarterly, 25(4), pp.401-426.
73.Pintrich, P. R. (1999), “The role of motivation in promoting and sustaining self-regulated learning”, International Journal of Educational Research, 31(6), pp.459-470.
74.Pintrich, P. R., and De Groot E. V. (1990), “Motivational and self-regulated learning components of classroom academic performance”, Journal of Educational Psychology, 82(1), pp.33-40.
75.Pintrich, P. R., D. A. Smith, and W. J. Mckeachie(1989), A Manual for the use of the Motivated Strategies for Learning Questionnaire (MISQ), Mich: National center for research to improve Postsecondary Teaching and Learning (NCRIPTAL), School for Education, The University Michigan.
76.Ristow, R. S., and C. E. Edebum (1984), An inventory approach to assessing the learning styles of college students: continued exploration, ERIC Document Reproduction Service, No.255 535.
77.Ruttenbur, B. W., and G. C. Spickler (2000), eLearning-The engine of the knowledge economy, Morgan Keegan & Co., Inc.
78.Schmitz, J., and J. Fulk (1991), “Organizational colleagues, media richness, and electronic mail: A test of the social influence model of technology use”, Communication Research, 18(4), pp.479-505.
79.Schwartz, R. A. (1995), “The virtual university”, American Society for Engineering Education (ASEE) Prism, 5(4), pp.22-26.
80.Strijbos, J. W., R. L. Martens, and W. M. G. Jochems (2004), “Designing for interaction: Six steps to designing computer-supported group-based learning”, Computer and Education, 42(4), pp.403-424.
81.Taylor, S., and P. Todd (1995), “Assessing IT usage: The role of prior experience”, MIS Quarterly, 19(4), pp.561-570.
82.Thornton, M., A.Jefferies, I. Jones, J. Alltree, and E. Leinonen (2004), “Changing pedagogy: Does the introduction of networked learning have an impact on teaching?”, Networed Learning Conference 2004, Symposium 8, April 5-7, Lancaster University, UK.
83.Tobias, S. (1982), “When do instructional methods make a difference?”, Educational Researcher, 11(4), pp.4-10.
84.Triantafillou, E., A. Pomportsis, and S. Demetriadis (2003), “The design and the formative evaluation of an adaptive educational system based on cognitive styles”, Computers and Education, 41(1), pp.87-103.
85.Urdan, T. A., and C. C. Weggen (2000), Corporate e-learning: Exploring a new frontier, WR Hambrecht+Co.
86.Urdan, T. C. (1997), “Achievement goal theory: past results, future directions” in M. L. Maehr & P. R. Pintrich(Eds.), Advances in motivation and achievement, JAI Press Inc.: CT, Greenwich.
87.Vrasidas, C. (2004), “Issues of pedagogy and design in e-learning systems”, Proceedings of the 2004 ACM symposium on Applied computing, March 2004, Nicosia:Cyprus , pp.911-915.
88.Wang, Y. S. (2003), “Assessment of learner satisfaction with asynchronous electronic learning systems”, Information and Management, 41(1), pp.75-86.
89.Webster, J., and P. Hackley (1997), “Teaching effectiveness in technology-mediated distance learning”, Academy of Management Journal, 40(6), pp.1282-1309.
90.Weinstein, C. E., and V. L. Underwood (1985), “Learning strategies: The how of learning”. In Thinking and learning skills, Vol. 1:Relating instruction to research, J. W. Segal, S. F. Chiman and R. Glaser, Hillsdale(Eds.):LEA.
91.Weinstein, C. E., S. A. Zimmermann, and D. R. Plamer (1988), “Assessing learning strategies: The design and development of the LASSI”, In In Learning and study strategies: Issues in assessment, instruction, and evaluation, C. E. Weinstein, E. T. Goetz, and P. A. Alexander (Eds.), Academic Press, California:S.D.
92.Weinstein, C. F., and R. F. Mayer (1986), “The teaching of learning strategies”, In Handbook of Research on Teaching, M. C. Wittrock (Ed.), pp.315-327, Macmillan:N.Y.
93.Wetzel, C. D., P. H. Radtke, and H. W. Stern (1994), Instructional effectiveness of video media lawrence Erlbaum associates, Hillsdale:NJ.
94.Wilkes, C. W., and B. R. Burnham(1991), “Adult learner motivations and electronic distance education”, The American Journal of Distance Education, Vol.5, pp.43-50.
95.Williams, M. D. (1996), “Learner-Control and instructional technologies”, in Handbook of research for educational communications and technology, D. H. Jonassen, Simon and Schuster Macmillan:New York.
96.Wilson, B. G. (2002), “Trends and futures of education implications for distance education”, The Quarterly Review of Distance Education, 3(1), pp.91-103.



中文部分
1.中華民國資訊管理學報(民86),資訊管理實證研究方法研討會特刊,第四卷,第一期。
2.王文科主譯,Hergenhahn, B. R.著(民80),學習心理學-學習理論導論,2版,台北:五南圖書出版有限公司。
3.王淑怡(民91),國民小學教師教學效能指標之建構,臺北市立師範學院國民教育研究所碩士論文。
4.朱錦鳳(民91),”大學生學習策略量表的編制及學業成績的預測”,測驗統計簡訊,45期,1-16頁。
5.吳明隆編著(民92),SPSS統計應用學習實務:問卷分析與應用統計,台北市:知城數位科技。
6.李國禎(民90),國中學生對教師有效教學行為的知覺與其學習策略、學業成就之相關研究,國立高雄師範大學教育學系碩士論文。
7.李咏吟(民87),認知教學:理論與策略,台北:心理出版社。
8.李咏吟、陳慶福、林本喬、韓楷檉(民81),修訂國中生學習與讀書策略量表,行政院國家科學委員會專案計畫。
9.孟慶茂、魏紅(民83),”大學教師教學質量評價測驗”,華文社會的心理測驗,台北:心理出版社。
10.林建平(民83),整合學習策略與動機的訓練方案對國小閱讀理解困難兒童的輔導效果,國立台灣師範大學教育心理與輔導研究所博士論文。
11.邱上真(民80),”學習策略教學的理論與實際”,特殊教育與復健學報,第一期,1-49頁。
12.邱皓政(民89),量化研究與統計分析-SPSS中文視窗版資料分析範例解析,台北:五南圖書公司。
13.邱皓政(民92),結構方程模式-LISREL 的理論、技術與應用,台北:雙業書廊有限公司。
14.施良方(民85),學習理論,高雄:麗文文化事業股份有限公司。
15.施賀建(民92),學習風格與方式對學習成效之影響-以互動式與否為基礎,中原大學資訊管理研究所碩士論文。
16.洪寶蓮(民79),大學生學習與讀書策略量表之修訂及調查研究,國立彰化師範大學輔導研究所碩士論文。
17.胥彥華(民78),學習策略對國小六年級學生閱讀效果之研究,國立台灣教育學院特殊教育研究所碩士論文。
18.張春興(民85),教育心理學,台北:台灣東華書局。
19.張景琪(民90),國小學童數學科學習信念、目標取向、學習策略與數學學業成就之相關研究,國立花蓮師範學院國民教育研究所碩士論文。
20.張翠倫(民92),國小學生社會領域學習策略與學業成就關係之研究,屏東師範學院國民教育研究所碩士論文。
21.梁佳玲(民90),影響網路學習成效之因素研究,國立屏東科技大學資訊管理系碩士論文。
22.許佩玲(民70),大學生學業成就之預測及其相關之研究,國立政治大學政治教育研究所碩士論文。
23.郭宜君(民85),嘉義市成人學習策略及其相關因素之研究,國立中正大學成人及繼續教育研究所碩士論文。
24.郭郁智(民89),國民中學學生學習策略、批判思考能力與學業成就之相關研究,國立高雄師範大學/教育學系碩士論文。
25.陳志昌(民91),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,國立中山大學傳播管理研究所碩士論文。
26.陳李綢(民78),”教育心理學的發展趨勢”,測驗與輔導,94期,1858-1861頁。
27.陳李綢(民87),”有效學習策略的研究與應用”,學生輔導,38期,40-42頁。
28.陳育民(民92),學習風格與學習模式對中學生電子化學習成效之影響,國立中正大學資訊管理研究所碩士論文。
29.陳品華(民89),二專生自我調整學習之理論建構與實證研究,國立政治大學教育學系博士論文。
30.陳萌智(民93),網路教學理論與實作,台北:文魁資訊股份有限公司。
31.陳裕方(民88),國小教師認知教學策略運用之研究,台南師範學院國民教育研究所碩士論文。
32.程炳林(民80),激勵的學習策略之相關研究,國立政治大學教育研究所碩士論文。
33.程炳林(民91),”大學生學習工作、動機問題與自我調整學習策略之關係”,教育心理學報,33卷,2期,79-102頁。
34.項必蒂(民80),師院生學習教育心理學之動機與策略及其相關因素之研究,國立政治大學教育研究所博士論文。
35.黃享湧(民93),高職工業類科重補修學生學習動機、學習策略與學習滿意度相關之研究,國立彰化師範大學工業教育學系在職進修專班碩士論文。
36.黃俊英(民89),多變量分析,第七版,台北:中國經濟企業研究所。
37.黃奕禎(民92),IT導入教學的電子化程度與學習風格對學習成就之影響 - 以國民小學自然科技領域為例,國立中正大學資訊管理研究所碩士論文。
38.黃淑娟(民92),原住民國中生的學習動機、學習策略與學業成就關係之研究,彰化師範大學教育研究所碩士論文。
39.楊世瑩(民94),SPSS統計分析與實務,台北:旗標出版股份有限公司。
40.葉永寬(民91),雲林縣國民中學學生電腦素養和學習策略與國民中學學力基本測驗成績相關之研究,雲林科技大學資訊管理系碩士論文。
41.葉和滿(民91),不同入學管道的高中的學習動機、學習策略與學業成就之研究,彰化師範大學教育研究所碩士論文。
42.葉金裕(民91),國民小學教師有效教學行為之研究-以澎湖地區國小教師為例,國立台南師範學院國民教育研究所碩士論文。
43.董興國(民92),從學習理論探討影響網路學習績效之研究 - 以銘傳大學學生為例,銘傳大學資訊管理學系在職專班碩士論文。
44.鄒景平(民89),”全球電子化學習市場”,管理雜誌,第312期,87-89頁。
45.劉光隆(民91),影響電子化學習績效因素之研究-以嘉義縣教育網路之非同步遠距教學為例,國立中正大學資訊管理研究所碩士論文。
46.劉信雄(民81),國小學生認知風格﹑學習策略﹑自我效能﹑與學業成就關係之研究,國立政治大學教育研究所博士論文。
47.劉建宏(民93),網際虛擬學習環境中學習效果之研究,國立高雄第一科技大學資訊管理系碩士論文。
48.劉靜宜(民92),高中學生學習動機、學習策略、求助行為與學業成就之研究,彰化師範大學教育研究所碩士論文。
49.鄭昭明(民82),認知心理學,台北:桂冠圖書公司。
50.盧青延(民82),我國國民中學補習學校學生學習動機、學習策略與學業成就關係之研究,國立台灣師範大學社會教育研究所碩士論文。
51.盧雪梅編譯(民80),教學理論-學習心理學的取向,台北:心理出版社。
52.賴香如(民93),高高屏地區後期中等教育學生學習動機與學習策略之研究,屏東科技大學技術及職業教育研究所碩士論文。
53.簡茂發、劉湘川(民82),”二分法記分測驗簡捷信度估計公式之研究”,測驗年刊,第四十輯,169-188頁。


網站資料部分
1.ITIS產業論壇網站,[Online]。Available: http://www.if.itri.org.tw/index.html,2004年11月。
2.Taiwan.CNET.com科技資訊網網站,[Online]。Available: http://taiwan.cnet.com/,2004年11月。
3.資策會網站,[Online]。Available: http://www.find.org.tw,2004年11月。
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔