五專學生參與線上課程學習成效相關因素研究

Abstract

過去的幾年間因著Covid-19疫情起伏不定的影響，國內各級學校時常需要施行遠距教學。在實施線上課程時，學生在家或是其他遠距地點連線上課，與老師以及同學僅能藉由視訊互動，無法實體互動，授課教師也經常無法確實掌控學生的學習狀況；因此，線上學習成效可能會受到影響。以往的研究也針對此現象有多所關注。但仍存在以下的問題：第一、大都數的研究皆針對大學生，卻沒有針對五專學生線上課程的實證研究；第二、較少探討師生互動關係以及同儕之間的影響對於線上課程參與的影響；第三、較少針對五專學生背景資料對線上學習參與意向以及學習成效進行差異化分析。尤其是五專學生由於與同班同學以及老師間的關係遠比其他學制來得親近，當全面實施線上教學時，受到衝擊可能比其他的學制的學生更為強烈。因此，本研究以北部某私立大學五專部學生為研究對象，探究在疫情影響下，五專學生全面遠距教學之學習成效的影響因素。本研究針對五專學生線上課程，藉由「理性行為理論」和「社會學習理論」釐清對於線上教學的「線上學習參與度」及「學習成效」的認知與意涵；且依據研究架構將研究變項分為：「同儕關係」、「師生互動關係」與「線上學習參與意向」三項自變量對「學習成效」的影響。本研究採用問卷調查方式，針對各系科專二以上班級收集研究資料，並對樣本進行統計分析，以檢視在Covid-19疫情影響之下，五專學生的師生關係與同儕關係對於其線上學習參與意向與線上學習成效的影響。其次，本研究也根據學生的個人背景資料，包含性別、年級、科別、參與社團、打工時數、居住處的電腦設備與頻寬等，對於研究變項進行差異化分析。此外，本研究後續輔以質性訪談，以了解五專學生對於線上學習的內在經驗之內涵。研究結果證明了同儕關係、師生互動與線上學習參與意向對五專生線上學習成效皆具有正向顯著影響。其中，以線上學習參與意向的影響力最為重要。在差異分析方面，本研究發現五專學生是否打工、年級與打工時數，在各研究變項均無顯著差異。在科別方面，視光科在各研究變項與其他科系有顯著的差異；是否參與社團在師生互動關係上有顯著差異；學生的住宿地點與師生互動關係和線上學習參與意向有顯著的差異；住處上線的電腦設備與頻寬在學生同儕關係與學習成效上，有顯著差異。此外，本研究根據研究結果，對學校以及五專生老師提出實施線上課程的建議，由提升同儕關係、師生互動關係以及線上學習參與意向三個方面著手，提升五專生的線上學習成效。再者，本研究拓展了社會學習理論與理性行為理論結合的實證研究，提供應用在五專學生的研究案例。研究結果將做為未來網路大學的教學、提升五專學生的線上學習成效以及相關實證研究之參考依據。

Over the past few years, due to the unpredictable impact of the Covid-19 pandemic, educational institutions at all levels in the country have often needed to implement distance learning. During the implementation of online courses, students connect from home or other remote locations for virtual classes. Interactions with teachers and classmates are limited to video conferencing, and physical interactions are not possible. Teachers also often find it challenging to accurately monitor students’ learning progress. Consequently, the effectiveness of online learning may be compromised. Previous research has addressed this phenomenon, particularly focusing on university students. However, several issues persist: First, the majority of studies have concentrated on university students, with limited empirical research on junior college students in online courses; Second, there is less exploration of the impact of teacher-student interactions and peer influences on online course participation; Third, there is a lack of differentiated analysis regarding junior college students’ background data in relation to their intention to participate in online learning and learning outcomes. Particularly for junior college students, who often have closer relationships with classmates and teachers than students in other educational systems, the impact of fully implementing online teaching may be more pronounced. Therefore, this study focuses on students from the junior college department of a private university in the northern region. It aims to explore the factors influencing the learning outcomes of junior college students under the comprehensive implementation of distance learning during the pandemic.This study focuses on junior college students in online courses, using the “Rational Behavior Theory” and “Social Learning Theory” to clarify the perception and implications of “online learning participation” and “learning outcomes” in online teaching. Based on the research framework, the study categorizes variables into three independent variables: “peer relationships”, “teacher-student interactions”, and “online learning participation intentions”, all influencing “learning outcomes”. The research adopts a questionnaire survey method, collecting data from classes at the second year and above in various departments. Statistical analysis is conducted on the samples to examine the impact of teacher-student relationships and peer relationships on the online learning participation intentions and outcomes of junior college students under the influence of the Covid-19 pandemic. Additionally, the study performs differential analysis based on students’ personal background data, including gender, grade, department, participation in clubs, working hours, and computer equipment and bandwidth at their residences. Furthermore, the study incorporates qualitative interviews to understand the nuances of junior college students' internal experiences with online learning. The research results demonstrate that peer relationships, teacher-student interactions, and online learning participation intentions all have a significantly positive impact on the online learning outcomes of junior college students. Among these factors, the influence of online learning participation intentions is deemed most crucial. In terms of differential analysis, this study found no significant differences in whether junior college students work, their grade levels, and working hours across various research variables. Regarding the academic departments, the Optometry department showed significant differences in various research variables compared to other departments. Participation in extracurricular activities exhibited significant differences in teacher-student interactions. Students’ accommodation locations demonstrated significant differences in teacher-student interactions and online learning participation intentions. Additionally, the computer equipment and bandwidth available for online access at residences showed significant differences in peer relationships and learning outcomes for students. Furthermore, based on the research results, this study provides recommendations for schools and junior college instructors regarding the implementation of online courses. Emphasizing improvement in peer relationships, teacher-student interactions, and online learning participation intentions is suggested to enhance the online learning outcomes of junior college students. Moreover, this study expands on the empirical research by combining Social learning theory and Rational behavior theory, offering a case study applicable to junior college students. The research findings will serve as a reference for future online university teaching, improving online learning outcomes for junior college students,and related empirical research.