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題 名 | 網路教學接受度之因果模式建構--以某科技大學網路教學實證=The Construct of e-learning Acceptance the Causal Model--An Empirical of Nantai Online |
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作 者 | 余泰魁; 楊淑斐; 陳慧珠; | 書刊名 | 資訊管理展望 |
卷 期 | 5:1 2003.03[民92.03] |
頁 次 | 頁79-100 |
分類號 | 521.58 |
關鍵詞 | 網路教學; 學習成效; 接受度; 結構方程式; E-learning; Learning effect; Acceptance; Structural equation model; |
語 文 | 中文(Chinese) |
中文摘要 | 在近幾年的網路盛行後,網路教學逐漸被重視,對於網路教學的學習成效和接受 度之研究均奠基在電子化教學系統、教材內容、互動之相關研究。本研究綜合對網路 教學的學習成效和接受度之相關文獻,建構網路教學環境下的接受度因果模式,模式 中包含系統平台、教材內容、教師行為、參考群體、互動、學習成效和網路教學接受 度七個潛在變項及24 個觀察指標,以結構方程模式(SEM)方法,蒐集某科技大學修習 網路教學178 名學生資料來建構學習者對於網路教學之接受度模式。研究結果顯示本 研究所建構的網路教學接受度模式和觀察資料適配度在可接受的範圍內,經結構化方 程式模型之建構與實證,並得致下列研究結果: 一、「系統平台」對「教材內容」有顯著正向的影響效果。 二、「教師行為」對參與線上學習者之「互動」及線上系統「教材內容」有顯著正向的 影響效果。 三、「參考群體」對於參與線上學習者之「互動」、「學習成效」、「接受度」有顯著正向 的影響效果。 四、線上系統「教材內容」對學習者的「學習成效」具有顯著正向的影響效果。 五、線上學習者之「互動」對「學習成效」有顯著正向的影響效果。 六、線上學習者之「學習成效」會影響學習者的「接受度」有顯著正向的影響效果。 |
英文摘要 | In the recent years, with the rise of internet, the study about the effect and the acceptance to the e-learning is founded on the relevant study of the electronicalized teaching system, content of course, and the interaction between teacher-learner. In order to realize and to verify the learners’ acceptance to the e-learning, we investigate 178 students, who have studied the course. In this study, we use the SEM (the structural equation model) method where the model of the acceptance under the e-learning environment is formed after the conclusion of the relevant reference about this issue. In this model, the 7 potential variables (the system platform , the content of teaching, teachers’ behavior, reference group, interaction between teacher-learner, the effect of learning and the acceptance to the e-learning) and the 24 observation indexes are included. Under the formation and the verification of the SEM model, this study manifest that we can accept the model of the e-learning acceptance in comparison with the observation data. We exhibit the results obtained in below: 1. “the system platform” has an significantly positive effect to the “content of course”. 2. “the teachers’ behavior” has an significantly positive effect to the “interaction between teacher-learner” and “content of course on line”. 3. “the reference group” has an significantly positive effect to “the interaction between teacher-learner” “learning effect to the e-learning”, “the acceptance to the e-learning”. 4. “the content of reference” on line has an significantly positive effect to “learning effect to the e-learning”. 5. “interaction between teacher-learner” on line has an significantly positive effect to “learning effect to the e-learning”. 6. “learning effect to the e-learning” on line has an significantly positive effect to “acceptance to the e-learning”. |
本系統中英文摘要資訊取自各篇刊載內容。