查詢結果分析
來源資料
相關文獻
- 網路課程學生學習動機與評量知覺之研究--以中部地區技職校院為例
- A Case Study on English Teachers' Self-Introductions Upon Meeting New Classes Using a Motivating Learning Activity
- 《禮記.學記篇》之教育哲學思想
- Achievement Motivation in Learning English:Ability Groups and Normal Groups Compared at the Military Academies
- 提昇學習動機的教師行為
- 專科生的英語學習動機及其對英語課程之需求分析
- 全球資訊網路的教學應用
- ARCS動機設計模式在教學上之應用
- Cener Stage Communication--Oral Presentations as Motivational Activities
- 兒童學習動機內化歷程中的影響因素探討
頁籤選單縮合
題名 | 網路課程學生學習動機與評量知覺之研究--以中部地區技職校院為例=A Study of Student's Learning Motivation and Assessment Perception e-learning Course--Technological and Vocational Colleges in Central Taiwan as an Example |
---|---|
作者 | 溫玲玉; 賴銘娟; 黃琦君; | 書刊名 | 技術及職業教育學報 |
卷期 | 11 民95.12 |
頁次 | 頁103-124 |
分類號 | 521.14 |
關鍵詞 | 網路課程; 學習動機; 評量知覺; E-learning course; Learning motivation; Assessment perception; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討中部地區技職校院學生,對於網絡課程的學習動機與評量知覺的關聯性。主要研究對象為中部地區技職校院學生,範圍涵括台中、彰化、南投及雲林四個縣、市共11所技術學院與5所科技大學。本研究以問卷調查法,採分層抽樣共發出600份問卷,回收401份,剔除無效問卷後計348份,有效回收率為58%。運用SPSS統計軟體進行資料處理,以描述統計、t檢定、多變量分析(MANOVA)與Person積差相關等統計方法,分析樣本資料,經歸納獲致以下研究結果:一、在學生背景因素方面:性別與網路課程學習经驗,對於網絡課程的學習動機與評量知覺無顯著影響。二、學生就讀科系、年級與學校類別則對學習動機與評量知覺的部分面向有顯著影響。三、網絡課程的學習動機與評量知覺具正向關聯性。 |
英文摘要 | The purpose of this research was to investigate the learning motivation and assessment perception of e-learning courses in technological and vocational Colleges of central Taiwan. The data was collected through questionnaire survey. The survey covered undergraduates of Technological and Vocational Colleges in Central Taiwan. The areas included Taizhong, Changhua, Nantau, Yunlin four counties. Adopting the stratified sampling, 600 questionnaires were distributed to the sample, 401 questionnaires were returned, of which 348 questionnaires were usable, with 58% usable return rate. Data were analyzed using the statistic software of SPSS. The conclusions of this study were as the followings: 1. Gender and learning experience showed no significant difference on learning motivation and assessment perception of e-learning courses. 2 The major, grade and school classification of the students showed a partial significant difference on learning motivation and assessment perception of e-learning courses. 3. Learning motivation and assessment perception in e-learning courses had positive significantly effects on correlation. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。