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| 題 名 | COVID-19疫情影響下之大學體育課程遠距教學學習模式與滿意度之研究=A Study on the Distance Learning Mode and Satisfaction of University Physical Education during the COVID-19 Pandemic |
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| 作 者 | 李欣靜; 黃貴樹; | 書刊名 | 成大體育 |
| 卷 期 | 57:1=86 2025.04[民114.04] |
| 頁 次 | 頁1-22 |
| 分類號 | 521.52 |
| 關鍵詞 | 體育課程; 遠距學習; 學習滿意度; Physical education; Online learning; Satisfaction scale; |
| 語 文 | 中文(Chinese) |
| DOI | 10.6406/JNCKUPER.202504_57(1).0001 |
| 中文摘要 | 本研究是為了探討在面對COVID-19疫情的影響,大學體育課程遠距學習的實施模式。從學習者角度出發,了解大學生對於體育課程遠距學習之感受,並進一步探究不同學習模式間是否會有所差異。以北部某私立大學選修體育課程之學生為研究抽樣對象,以便利取樣方式於線上資料庫進行問卷發放,總計填答數量為1480份,扣除無效問卷後,有效回收問卷為1468份,有效回收率達99.19%。結果發現:一、體育課程遠距學習教學模式主要是以線上非同步為主(54.45%),其次為線上同步結合非同步(24.93%),最少為線上同步(19.62%)。在學習方法的部分,使用比例最多都是使用透過觀看影片,並且由學生同步或非同步操作的方式進行;二、體育課程遠距學習教學模式學習滿意度在課程內容、評量方式、學習方法及教學平臺使用的4個因素構面及總分部分,都是同步學習顯著優於線上非同步學習及線上同步結合非同步學習。 |
| 英文摘要 | This study discusses the implementation of distance learning models for university physical education during the COVID-19 pandemic. By adopting a learner-centered approach, university students' feelings toward distance learning models are examined and the differences between distance learning models are compared. The research participants consisted of undergraduate students attending a physical education course in a private university in northern Taiwan. First, a self-developed physical education distance learning satisfaction scale was administered to the participants. Next, after the scale was verified for expert validity and passed the pretest, it was distributed in an online database through convenience sampling. A total of 1,480 responses were retrieved; after eliminating invalid responses, 1,468 valid responses remained, posting a valid return rate of 99.19%. Finally, the SPSS 22.0 for Windows software was employed for statistical analysis (α = .05). The results were as follows: (1) Asynchronous online learning (54.45%) was the most prominent physical education distance learning model, followed by hybrid (synchronous and nonsynchronous) online learning (24.93%) and synchronous online learning (19.62%). Videos were the most prominent learning platform and were used in both synchronous and asynchronous online learning. (2) Relative to participants who underwent hybrid and asynchronous online learning, those who underwent synchronous learning scored significantly higher in all four dimensions and the total score on the scale. |
本系統中英文摘要資訊取自各篇刊載內容。