科技大學學生遠距學習之學習動機與學習滿意度之個案研究

Abstract

近二十年來隨著電腦的發展，企業及學校的教育也跟著改變，隨著各種電腦硬體與平台的進步，大專院校在遠距課程發展上，己是普遍的運用在教學之上，教育部或大專院校對遠距學習的發展都是非常的重視。為了改進被調查科技大學遠距學習的品質及瞭解學生學習動機及滿意度之關係。本研究的目的如下: 一、瞭解個案學校學生遠距學習之學習動機及學習滿意度情形。 二、瞭解個案學校學生遠距學習之學習滿意度及學習動機之相關情形。 三、探討個案學校遠距學習的學習動機和滿意度的差異情形。

本研究採用量化研究中之調查研究為主，以SPSS19.0作為資料整理分析的工具。其中以次數百分比、相關分析、t檢定及單因子變異數來整理與分析資料。本研究以被調查科技大學約1002名的學生做問卷調查，回收有效問卷840份並進行研究。

依研究之整理分析，本研究之發現如下: 一、學生遠距學習之學習動機方面，學習方式是在本研究中高度的影響構面，遠高於課程本身、課程內容及教學方式之學習動機構面。 二、學生遠距學習之學習滿意度方面，學習方式是在本研究中高度的影響構面，遠高於課程本身、課程內容及教學方式之學習滿意度。 三、學生遠距課程的滿意度和學習動機及四個構面課程本身、課程內容、教學方式及學習方式有顯著相關。 四、不同背景學生之學習動機在不同部制、成績及年級上有顯著差異，在不同學院則無顯著差異。 五、不同背景學生之學習滿意度在不同部制上有顯著差異，在不同學院、成績及年級則無顯著差異。 六、學生遠距學習之學習動機及學習滿意度有顯著差異情形。Since the development of computers, for the past two decades, the use of different computer platforms has been popular in schools for distance learning. Whether it’s the schools or the Ministry of Education, both are focusing on this area. In order to improve the quality of distance learning and to understand student motivators and overall satisfactions, a research was conducted. About 1,002 students selected from the University of Science and Technology were asked to answer a survey which yielded a return rate of 83.8%. The purposes of the research are as follows:

1.Understanding the learning motivators and overall satisfaction in distance learning. 2.Understanding the relationship between motivators and overall satisfaction. 3.Finding the differences between motivators and overall satisfaction.

This research uses a case study and quantitative method. SPSS 19.0 is the tool; frequency analysis, correlation, t-test and one-way ANOVA are used to analyze data.

The findings of this research are as follows: 1.Variety of motivators in distance learning, the learning style could be a higher motivator than course itself, course content and teaching style. 2.Degree of satisfaction in distance learning, students have higher satisfaction with the learning style than the course itself, course content and teaching style. 3.Significant correlation between student satisfaction and motivators such as course itself, course content, teaching style and learning style. 4.In student motivators, there are significant differences in different class schedules, student achievements and grades; however, there is no significant difference in different schools. 5.In student satisfactions, there is a significant difference in different class schedules; however, there is no significant difference in different schools, student achievements and grades. 6. There is a significant difference between learning motivators and satisfactions.