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題名 高等教育分層在傳統與非同步教學環境對學習成效之影響
Influence of the Stratification of Higher Education on Students’ Learning Effectiveness by and F2F and ALN Environments
作者 游聖瑾
Yu, Sheng Chin
貢獻者 傅豐玲
Fu, Fong Ling
游聖瑾
Yu, Sheng Chin
關鍵詞 學習成效
非同步線上教學
學習社群
Learning effectiveness
Social Stratification
Learning Community
日期 2006
上傳時間 18-Sep-2009 14:33:50 (UTC+8)
摘要 本研究利用實驗法，控制會影響高等教育課堂學生學習成效因素中的教學者、課程設計和網路教學系統這三個變項，來觀察學校行政和學習環境以及學生個人特性差異對學生學習社群發展和學習成效的影響。以一所國立研究型大學和一所私立技術學院各2班學生為實驗觀察對象。

研究結果發現：(1) 高等教育的階層化導致兩類型校學生在對學校行政和學習環境的認知以及學生個人特性有顯著差異；(2)在傳統面授和非同步線上教學裡，兩類型學校的學生對學校環境認知和個人特性差異的不同影響「學習社群發展」。(3)在傳統面授和非同步線上教學裡，兩類型學校的學生對學校環境認知和個人特性差異的不同影響「學習成效」。（4）在相似的數位環境下，使兩校學生的資訊對稱，即非同步遠距線上教學環境可以削弱學校環境以及個人特性背景對學習成效所造成的影響，拉近優勢與弱勢族群的差距，驗證線上學習系統支援跨校遠距教學可提升學生學習成效。
Findings indicated that: (1) the categorization of higher education institutions in Taiwan indeed created a “differentiating” effect; (2) Both in traditional classroom settings and an asynchronous online learning environment, recognition of school environment and students’ characteristics do affect how learning communities are formed; (3) In asynchronous online learning, school type does affect how students learn and their learning outcomes; (4) In similar learning environments, an asynchronous online learning environment will lower the impact of the school environment and students’ characteristics on interactive models of learning communities, thereby narrowing the gap between dominant and fringe groups.
參考文獻 參考文獻
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描述 博士
國立政治大學
資訊管理研究所
88356506
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0883565061
資料類型 thesis
dc.contributor.advisor 傅豐玲zh_TW
dc.contributor.advisor Fu, Fong Lingen_US
dc.contributor.author (Authors) 游聖瑾zh_TW
dc.contributor.author (Authors) Yu, Sheng Chinen_US
dc.creator (作者) 游聖瑾zh_TW
dc.creator (作者) Yu, Sheng Chinen_US
dc.date (日期) 2006en_US
dc.date.accessioned 18-Sep-2009 14:33:50 (UTC+8)-
dc.date.available 18-Sep-2009 14:33:50 (UTC+8)-
dc.date.issued (上傳時間) 18-Sep-2009 14:33:50 (UTC+8)-
dc.identifier (Other Identifiers) G0883565061en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/35255-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 資訊管理研究所zh_TW
dc.description (描述) 88356506zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 本研究利用實驗法，控制會影響高等教育課堂學生學習成效因素中的教學者、課程設計和網路教學系統這三個變項，來觀察學校行政和學習環境以及學生個人特性差異對學生學習社群發展和學習成效的影響。以一所國立研究型大學和一所私立技術學院各2班學生為實驗觀察對象。

研究結果發現：(1) 高等教育的階層化導致兩類型校學生在對學校行政和學習環境的認知以及學生個人特性有顯著差異；(2)在傳統面授和非同步線上教學裡，兩類型學校的學生對學校環境認知和個人特性差異的不同影響「學習社群發展」。(3)在傳統面授和非同步線上教學裡，兩類型學校的學生對學校環境認知和個人特性差異的不同影響「學習成效」。（4）在相似的數位環境下，使兩校學生的資訊對稱，即非同步遠距線上教學環境可以削弱學校環境以及個人特性背景對學習成效所造成的影響，拉近優勢與弱勢族群的差距，驗證線上學習系統支援跨校遠距教學可提升學生學習成效。		zh_TW
dc.description.abstract (摘要) Findings indicated that: (1) the categorization of higher education institutions in Taiwan indeed created a “differentiating” effect; (2) Both in traditional classroom settings and an asynchronous online learning environment, recognition of school environment and students’ characteristics do affect how learning communities are formed; (3) In asynchronous online learning, school type does affect how students learn and their learning outcomes; (4) In similar learning environments, an asynchronous online learning environment will lower the impact of the school environment and students’ characteristics on interactive models of learning communities, thereby narrowing the gap between dominant and fringe groups.en_US
dc.description.tableofcontents 目　　錄

圖目錄 ...…………… iii
表目錄 ...…………… iv
第一章 緒論 ...…………… 1
第一節 研究背景與動機 ...…………… 1
第二節 研究問題與目的 ...……………. 5
第三節 研究方法 ...……………. 7
第四節 研究範圍與限制 ...……………. 8
第五節 名詞釋義 ...……………. 10
第二章 文獻探討 ...……………. 14
第一節 近年傳統教學和線上教學比較之相關研究 ...……………. 15
第二節 線上教學互動因素之高等教育發展 ...……………. 23
第三節 線上教學互動因素上課班級群體學習歷程研究方法 … 27
第四節 線上教學互動因素之學習者個人特質 ...……………. 29
第五節 線上教學互動因素之課程設計與內容 ...……………. 30
第三章、 研究設計與實施 ...……………. 32
第一節 研究架構與假說 ...……………. 32
第二節 研究樣本與實驗設計 ...……………. 40
第三節 研究工具：問卷設計 ...……………. 42
第四章、 資料分析結果 ...……………. 52
第一節 學校環境與個人背景特質和網路學習活動 ...……………. 52
第二節 學校環境與個人特質對學習社群發展的影響 …………59
第三節 學校環境與個人特質對學習成效的影響 ...……………. 63
第四節 學習社群對學習成效的影響 ...……………. 67
第五節 同一學校類型在不同教學環境學習成果分析 ...………… 69
第五章、 結論與討論 ...……………. 72
第一節 結論 ...……………. 72
第二節 討論與建議 ...……………. 76
參考文獻 ...……………. 81
附 錄 問卷



圖 目　　錄

圖一 提昇線上學習成效之互動模式 ...………………. 32
圖二 學習群體互動提昇學習成效模式 ...………………. 34
圖三 資料收集與課程設計說明 ...………………. 41

表 目　　錄

表一 2001至2006年比較F2F與ALN教學成果之相關研究整理 …17
表二 假設驗證程序說明 ………. 38
表三 學生對學校學習和行政環境認知和個人背景之差異 ………. 43
表四 學生對學校學習和行政環境認知和個人特性差異之結構效度和信度分析表 …45
表五 虛擬社群發展量表因素分析結構表 ………. 47
表六 學習成效自我認知因素結構效度和信度分析表 ………. 49
表七 學生個人論壇發言 ………. 58
表八 不同教學模式－兩校學生在學習社群、 學習成效和學習成績各構面的平均值與標準差 …….59
表九 傳統教學模式－學校學習行政環境認知與學生個人特性對學習社群影響 ……60
表十 非同步線上教學模式－學校學習行政環境認知與學生個人特性對學習社群影響………60
表十一 傳統教學模式－學校學習行政環境認知與學生個人特性對學習成效影響 ………63
表十二 非同步遠距教學模式－學學校學習行政環境認知與學生個人特性對學習成效影響 ……64
表十三 學校學習行政環境認知與學生個人特性對學習成績影響………. 66
表十四 傳統教學模式－學習社群發展對學習成效的影響 ………. 67
表十五 非同步遠距教學模式－學習社群發展對學習成效的影響………. 68
表十六 傳統教學模式－學習社群發展對學習成績的影響 ………. 68
表十七 C校(一般大學)在傳統教學和非同步教學環境下之學習表現差異分析 ………70
表十八 T校(技職學院)在傳統教學和非同步教學環境下之學習表現差異分析 ………70		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0883565061en_US
dc.subject (關鍵詞) 學習成效zh_TW
dc.subject (關鍵詞) 非同步線上教學zh_TW
dc.subject (關鍵詞) 學習社群zh_TW
dc.subject (關鍵詞) Learning effectivenessen_US
dc.subject (關鍵詞) Social Stratificationen_US
dc.subject (關鍵詞) Learning Communityen_US
dc.title (題名) 高等教育分層在傳統與非同步教學環境對學習成效之影響zh_TW
dc.title (題名) Influence of the Stratification of Higher Education on Students’ Learning Effectiveness by and F2F and ALN Environmentsen_US
dc.type (資料類型) thesisen
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