查詢結果分析
來源資料
頁籤選單縮合
題名 | 數位學習者滿意度及其決定因素的探討=Investigating E-learner Satisfaction and Its Determinants |
---|---|
作者 | 李耀奎; 曾世邦; 曾文峰; 鍾芳貞; | 書刊名 | 大仁學報 |
卷期 | 27 民94.09 |
頁次 | 頁89-108 |
分類號 | 521.52 |
關鍵詞 | 數位學習; 教學品質; 終端使用者滿意度; 遠距教學; E-learning; Educational quality; Distance education; End-user computing satisfaction; |
語文 | 中文(Chinese) |
中文摘要 | 數位學習是一個資訊科技引起的學習典範轉移。在改變傳統的學習方法下學習者對學習品質的認知與新教學方法的滿意度須要重新檢視,以提供教師及教育管理者了解,才能善用新科技的益處、維持或提升學習品質及學習者的滿意度。本研究依據既往的理論與實證基礎,建議了一個學習者對於數位學習應用於遠距教學的滿意度的模型,以某一學期大仁技術學院進修部所有遠距教學通識課程的學生作網路問卷調查,在59位教師所授的154個班級應收6588份問卷中,回收了3789份,回收率57.5%。研究模型獲得實證樣本資料的支持。本研究發現學習滿意度的影響因素依其影響大小為:課程組織與明確、課程廣度、學習者控制、教師和諧關係、教師熱誠、學習/學術價值、團體互動。而影響學習/學術價值的因素依其影響大小為:課程廣度、課程組織與明確、教師熱誠、團體互動、學習者控制,其中學習者控制為負向的影響。此發現對個別教師或教育管理者的意涵也一併討論。 |
英文摘要 | E-learning is a paradigm shift in learning enabled by new information technologies. Being a radical change in educational method, learning quality and learner satisfaction under it must be re-examined so that the benefits of using new technologies can be maximized. Based on prior theoretical and empirical research, this study proposed a research model that seeks to explain student satisfaction toward using e-learning as an entire distance education method. Sample data were collected on-line from students enrolled in the distance education courses of the continuing education division of Tajen Institute of Technology. There were 154 classes taught by 59 instructors in the semester the survey was conducted. Of the 6588 expected responses, 3789 questionnaires were collected with a response rate of 57.5%. The model was supported by the empirical data. The findings revealed that factors influencing learners’ satisfaction toward e-learning with the effects from the highest to the least were: organization and clarity, breadth, leaner control, instructor rapport, instructor enthusiasm, learning/academic value, and group interaction, and factors influencing learning/academic value with the effects from the highest to the least were: breadth, organization and clarity, instructor enthusiasm, group interaction, and learner control, but the impact of learner control was negative. Implications for faculty members or educational administrators were discussed. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。