臺灣博碩士論文加值系統

本研究探討不同背景在臺印尼空中大學學生對網路同步學習之觀點。共有120位管理、傳播及英文科系的大學生參與本研究。參與者填寫有關其背景、就讀原因、以及他們對網路同步學習觀點的調查問卷。大部分學生（70％）是女性，其工作時數比男性學生較長。取得教育學位、未來有更好的職業，以及工作時程是學生就讀空中大學的前三名因素。根據統計結果顯示在臺印尼空中大學學生對網路同步學習有正面的看法。另不同性別學生對網路同步學習之觀點亦有不同，其中女性對網路同步學習的看法較男性更正面。此外，一至二年級的學生對網路同步學習的看法亦較三年級以上學生更正面。然而，不同年齡或工作狀態的學生其看法並沒有顯著差異。而根據變異數分析結果亦表明：（1）就讀管理科系和就讀傳播科系的學生對網路同步學習之觀點有顯著差異；（2）每日學習時數小於或等於一小時的學生和學習時數介於一至二小時的學生對網路同步學習之觀點亦有顯著差異

This study examines the differences of distance learners’ perspectives of synchronous e-learning environment at the Indonesia Open University in Taiwan based on their demographic characteristics. The participants in this study are 120 undergraduate students from three programs (Management, Communication, and English) at the Indonesia Open University in Taiwan. Participants completed a questionnaire that investigated their demographic characteristics, enrollment factors, and their perceptions of synchronous e-learning environment. The majority of students (70%) are female, and female learners have longer working status than male learners. Degree or education level, better occupation in the future, and work schedule are the top three enrollment factors. Based on results of statistics, the results show that students at the Indonesia Open University in Taiwan have positive perceptions of synchronous e-learning environment. There were significant different perceptions on synchronous e-learning environment when students are compared by gender, where females perceived synchronous e-learning more positively than males. And when compared by class level, the 1st to 2nd year students have more positive perception than students of 3rd year and above. However, there were no significant differences in students’ perceptions when students are compared by age and work status. The results of ANOVA show that: (1) there was significant difference in perception between Management students and Communication students; (2) there was also a significant difference in perception between students who had daily study duration of less than or equal to one hour and students who had daily study duration of more than one hour and up to two hours

Table of Contents

Chinese Abstract i
English Abstract ii
Table of Contents iv
List of Tables vi
List of Figures vii
Chapter 1 INTRODUCTION 1
A. Research Background 1
B. Research Motivation 4
C. Research Purposes 8
D. Research Questions 8
E. Benefit of Research 9
F. Term Definition 9
1. Learning experiences 10
2. Distance Education and Distance Learning 10
3. E-Learning 10
4. Online Learning 11
5. Hybrid e-Learning 11
6. Blended Learning 11
7. Synchronous Learning System 11
8. Asynchronous Learning System 12
Chapter 2 LITERATURE REVIEW 13
A. Effectiveness of Online Learning 13
B. Synchronous E-Learning for Distance Education 20
C. Asynchronous E-Learning for Distance Education 24
D. Blended Learning Using Synchronous and Asynchronous 24
E. Students’ Perceptions of Online Learning Environment 26
F. Themes Related to Learners’ perspectives on Synchronous e-learning
Environment 26
G. Students’ Demographics in Online Learning 32
Chapter 3 RESEARCH METHOD 36
A. Research Method 35
B. Population and Sample 40
C. Data Collection Techniques and Research Instrument 40
D. Research Instrument Test 42
E. Data Analysis 47
Chapter 4 RESULT AND DISCUSSION 48
A. Result 48
1. Demographic characteristics 48
2. Enrollment factors 49
3. Students’ general perceptions of synchronous e-learning 50
4. Students’ Students’ perceptions based on their age 56
5. Students’ Students’ perceptions based on their gender 57
6. Students’ Students’ perceptions based on their class level 58
7. Students’ Students’ perceptions based on their work status 60
8. Students’ Students’ perceptions based on their major 61
9. Students’ Students’ perceptions based on their learning strategies 64
B. Discussion 67
Chapter 5 CONCLUSIONS, SUGGESTIONS, LIMITATION AND FUTURE RESEARCH 74
A. Conclusions 74
B. Suggestions 75
C. Limitations 75
D. Future research 76
REFERENCES 77
APPENDICES 92
1. Appendix 1 Questionnaire before pilot run 92
2. Appendix 2 Cover letter 104
3. Appendix 3 Research permission letter 105
4. Appendix 4 Questionnaire after pilot run 106
5. Appendix 5 Introduction of Author 118 
List of Table
Table 2.1 Diversity Characteristics of Online Learners 2005 and 2009 15
Table 2.2 Diversity Characteristics of Online Learners 2010 16
Table 2.3 Diversity Characteristics of Online Learners 2011 16
Table 2.4 Diversity Characteristics of Online Learners 2012 17
Table 2.5 Diversity Characteristics of Online Learners 2013 17
Table 2.6 Factors that contributed to enrollment 18
Table 2.7 Social Styles 23
Table 3.1 Category and item number of questionnaire before pilot run 42
Table 3.2 Validity of questionnaire items 43
Table 3.3 Reliability coefficient values 45
Table 3.4 Reliability of questionnaire categories 45
Table 3.5 Reliability of questionnaire items 45
Table 4.1 Students’ demographic characteristics 48
Table 4.2 Factors that contributed to enrollment 49
Table 4.3 Students’ general perception of synchronous e-learning environment 50
Table 4.4 Students’ perceptions of synchronous e-learning environment based on their age 56
Table 4.5 Students’ perceptions of synchronous e-learning environment based on their gender. 57
Table 4.6 Students’ perceptions of synchronous e-learning environment based on their class level 58
Table 4.7 Students’ perceptions of synchronous environment based on their work status 60
Table 4.8 Students’ perceptions of synchronous environment based on their major 61
Table 4.9 Students’ perceptions of synchronous environment based on their learning strategies (daily study duration) 64
Table 4.10 Students’ general perceptions of synchronous e-learning environment based on their demographic characteristics 68

 
List of Figures

Figure 3.1 Research Framework 38
Figure 3.2 Steps in Conducting a Survey 39
Figure 4.1 Average of enhancement a sense of connectivity 51
Figure 4.2 Average of prompt support and feedback 51
Figure 4.3 Average of learning strategies 52
Figure 4.4 Average of perceived ease of use 52
Figure 4.5 Average of perceived usefulness 53
Figure 4.6 Average of time sessions 53
Figure 4.7 Average of technological issues 54
Figure 4.8 Average of competence 54
Figure 4.9 Average of learning content 55
Figure 4.10 Students’ general perception 55

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