線上學習者學習需求之研究
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2003
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Abstract
全球市場的競爭及資訊科技的進步，造就了線上學習的興起。以學習者為中心的線上學習雖日益普及，但在線上學習者學習需求的相關研究卻十分缺乏。有鑑於此，本研究目的即在探討線上學習者學習需求之內涵。研究者先透過文獻探討，列出可能的學習需求要項，再依此要項建置一線上課程，最後由線上學習者回答其對學習者需求要項的看法。本研究共有152位學習者上線學習，資料分析採敘述統計與因素分析。研究之結論有二：（1）從線上學習者的角度來看，其學習需求可歸納成19要項。（2）「線上學習者學習需求要項」共可分成「學習回饋」、「互動機制」、「系統設計」、「學習內涵」與「學習元件」等五構面，且此五大構面各有其內含要項。
With the success of competitive global markets and advancing information technology, on-line learning had been brought forth. Although on-line learning was developing and becoming commonplace with many studies exploring it, the lack of studies in on-line learners’ learning needs still existed. For this reason, the main purpose of this study was to explore the aspects of on-line learners’ learning needs. The study constructed electronic questionnaires to gather learners’ opinions about the importance degree of on-line learners’ learning needs. Having done the study, the following two conclusions were made: first, from the on-line learners’ viewpoints, there were nineteen needs of great importance; second, their learning needs can further divide into five categories: learning feedback, interaction mechanism, system design, learning content, and learning objects, and each of these five categories had their significance.
With the success of competitive global markets and advancing information technology, on-line learning had been brought forth. Although on-line learning was developing and becoming commonplace with many studies exploring it, the lack of studies in on-line learners’ learning needs still existed. For this reason, the main purpose of this study was to explore the aspects of on-line learners’ learning needs. The study constructed electronic questionnaires to gather learners’ opinions about the importance degree of on-line learners’ learning needs. Having done the study, the following two conclusions were made: first, from the on-line learners’ viewpoints, there were nineteen needs of great importance; second, their learning needs can further divide into five categories: learning feedback, interaction mechanism, system design, learning content, and learning objects, and each of these five categories had their significance.
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線上學習, 網路化學習, 學習需求, on-line learning, web-based learning, learning needs