Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/98712
Title: 技術學院學生數位學習滿意度之研究-以中華技術學院為例
A Study of Technical College Students’ Learning Satisfaction in e-Learning-China Institute of Technology as an Example
Authors: 莊謙本教授
江文雄教授
Zhuang, Qian-Ben
Jiang, Wen-Xiong
陳漢陽
Chen, Han-Yang
Keywords: 技術學院
數位學習
學習滿意度
Technology College
E-Learning
Learning Satisfaction
Issue Date: 2007
Abstract: 在資訊科技時代,數位學習已成為新趨勢,是高速資訊網路繼學術網路應用後另一項重要的科技應用,普遍受到國內外教育單位的重視與推廣。本研究以「個案學校」選修數位學習課程的學生為研究對象,採立意抽樣方法,發放問卷1368份,回收問卷1108份,有效問卷876份,有效回收率為64%。統計方法使用次數分配、百分比、平均數、標準差、獨立樣本t考驗、單因子變異數分析及Scheffe’法事後比較等方法進行分析及考驗。 本研究根據研究目的歸納以下四項結論: 一、學生普遍認同數位學習的實施現況,多數學生(佔89.8%)日後願意繼續選修數位學習課程;有專責單位及專業技術人員,負責數位學習相關事務,完善的數位學習系統與課程錄製設備。 二、學生對數位學習的整體滿意度傾向「滿意」,在五個構面中,以教材內容設計滿意度最高,其次依序為課程安排設計、教師教學方式、教學行政支援與學習環境設備。 三、數位學習滿意度不因性別而有差異;在職專班學生與進修部學生的滿意度顯著高於日間部的學生;其中以二專的學生滿意度最高,其次為二技的學生與四技的學生;不同學群的學生在數位學習滿意度由高至於低依序為工程學群、民生學群、商管學群與航空學群。 四、數位學習滿意度不因選修類別不同而有差異;選修動機在數位學習滿意度,由高至於低依序為對課程內容感興趣、對上課方式感到好奇與可以不必到學校上課;其餘如上網學習地點、每週學習時數不同的學生在數位學習滿意度各構面及整體數位學習滿意度皆無顯著差異。
In the era of information technology, e-Learning has been a new trend. It is another important technical application in the use of high speed information network after academic networking implementation. In the meantime, it is also widely emphasized and used by educational institutions globally. This study by means of "cased school " selects elective e-Learning students to file the survey. It is an purposive sampling with released 1368 samples, 1108 return and effective 876 samples rated 64%. In statistics, frequency distribution, percentage, mean, standard deviation, independent sample t-test, one-way ANOVA analysis and Scheffe’ method for post comparison were used to make analysis and test. This study on the basis of research subjects inducts the following four conclusions: 1. Students widely accepted the usage of e-Learning. Most students (occupying 89.8%) are willing to go on elective e-Learning courses later on. However, there should be a responsible department with trained technicians in charge of e-Learning affairs. A perfect e-Learning system and recording facilities are critical.. 2. In the degree of overall satisfaction, students tend to be satisfied by e-Learning. Among five infrastructures , the design of curriculum has the highest degree of satisfaction, sequentially the arrangement of classes, teaching methodology, administrative supports, learning environment and facilities. 3. E-Learning satisfaction makes no difference between male and female students. On-job learning students and evening students seem to have greater satisfaction than those regular students; this two years program has the highest, secondly, the two-years and four-years university; and the sequence of different majors on e-Learning satisfaction are engineering, bio-tech, business management and aviation. 4. E-Learning satisfaction makes no difference between elective courses; electives in general education has the greatest, secondly the liberal art courses and required courses, the classified motives in e-Learning satisfaction are the interest of curriculum content, the curiosity of teaching models and the absence to the classroom setting; others such as the accumulated points of logging on and weekly learning hours make no difference on e-Learning satisfaction and overall e-Learning satisfaction.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0092702211%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/98712
Other Identifiers: GN0092702211
Appears in Collections:學位論文

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