| dc.contributor.advisor | 林邦傑 | zh_TW |
| dc.contributor.author (Authors) | 鍾杰男 | zh_TW |
| dc.contributor.author (Authors) | Chung, Chieh-Nan | en_US |
| dc.creator (作者) | 鍾杰男 | zh_TW |
| dc.creator (作者) | Chung, Chieh-Nan | en_US |
| dc.date (日期) | 2002 | en_US |
| dc.date.accessioned | 18-Sep-2009 18:33:18 (UTC+8) | - |
| dc.date.available | 18-Sep-2009 18:33:18 (UTC+8) | - |
| dc.date.issued (上傳時間) | 18-Sep-2009 18:33:18 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0090752005 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/36437 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 心理學研究所 | zh_TW |
| dc.description (描述) | 90752005 | zh_TW |
| dc.description (描述) | 91 | zh_TW |
| dc.description.abstract (摘要) | 在遠距教育的研究中，學習成效的探討一直是相當重要的議題，然而過去的研究多僅評估不同傳播媒體的有效性或比較近、遠端學生學習成效的差異，缺乏對於學習成效之發生歷程的探討。本研究根據Moore（1993）所提出之互動性距離理論，探討在同步遠距教學環境下學習成效之發生歷程，研究目的如下：一、對話、結構是否能有效預測互動性距離；二、學習者自主性是否能調節互動性距離與學習成效之間的關係。本研究採問卷調查法，受試來自四所大學修習遠距課程的學生，有效樣本239人。研究結果顯示：一、對話與結構可以有效預測互動性距離；二、互動性距離越低，主、客觀學習成效指標表現越好；三、學習者自主性可以調節互動性距離與主觀學習成效指標之關係（當學習者自主性高時，越低的互動性距離可以預測越高的滿意度），然而，學習者自主性不能調節互動性距離與客觀學習成效指標之關係。 本文最後針對所有研究結果進行討論，並根據研究結果提出可能的限制與未來研究方向的建議。 | zh_TW |
| dc.description.abstract (摘要) | The learning performance of distance education has been studied for a long period of time. Most of the past studies just simply compared the effectiveness of different media and teaching styles or the learning performances of students in local and remote site. However, little empirical studies had been found to see the process underlying learning performance. As mentioned above, a framework of the process underlying learning performance in synchronous videoconferencing learning environment based on the theory of transactional distance (More, 1993) was developed in this research.239 subjects from four different universities involved in the current study. The result showed that, first, dialogue and program structure could successfully predict the degree of transactional distance. Second, the smaller the transactional distance was, the better the objective and subjective learning performance was. Third, learner autonomy could moderate the relation between the transactional distance and the subjective learning performance. When students’ learner autonomy were high, the smaller the transactional distance was, the better the subjective performance was. However, learner autonomy couldn’t moderate the relation between the transactional distance and the objective learning performance. | en_US |
| dc.description.tableofcontents | 第一章 緒論 第一節 研究動機與目的 1 第二節 研究架構與假設 3 第三節 名詞釋義 4 第二章 文獻探討 第一節 遠距教育的定義與類別 7 第二節 互動性距離理論 9 第三節 互動性距離的分類 12 第四節 影響互動性距離的相關變項 14 第五節 互動性距離與學習成效之關係 17 第三章 研究方法 第一節 研究對象 20 第二節 變項與測量工具 21 第三節 研究程序與資料分析方法 28 第四章 研究結果 第一節 各變項之描述統計 29 第二節 研究假設之驗證 33 第三節 其他變項的分析 45 第五章 討論與建議 第一節 討論 47 第二節 研究限制與後續研究建議 54 第三節 研究貢獻 55 參考文獻 58 附錄 附錄一 學習經驗問卷 63 附錄二 課程滿意度問卷 65 附錄三 網路問卷形式 66 圖目錄 圖1.1 研究架構 4 圖4.1 以「對話」與「結構」預測互動性距離之典型相關徑路圖 35 圖4.2 「學習者自主性」與「整體互動性距離」對「主觀學習成效指標」之交互作用效果 39 表目錄 表2.1 互動性距離四個向度之整理 14 表3.1 研究樣本之問卷回收情形摘要表 20 表3.2 研究樣本之基本資料分配情形摘要表 21 表3.3 量表題目彙整與信度分析 26 表4.1 兩門課程之期中考分數之平均數與標準差 29 表4.2 各變項之描述統計值與相關 32 表4.3 以對話與結構預測互動性距離之典型相關因素個數選取表 36 表4.4 以對話與結構預測互動性距離之典型相關之徑路係數摘要表 36 表4.5 以對話與結構預測互動性距離之典型相關之抽取變異百分比與重疊量數 36 表4.6 「學習者自主性」與「整體互動性距離」對「主觀學習成效指標」之二因子變異數分析 39 表4.7 「學習者自主性」與「整體互動性距離」對「主觀學習成效指標」之二因子變異數分析之平均數、標準差摘要表 40 表4.8 「學習者自主性」與「整體互動性距離」對「對授課老師的滿意度」之二因子變異數分析 40 表4.9 「學習者自主性」與「整體互動性距離」對「對授課老師的滿意度」之二因子變異數分析之平均數、標準差摘要表 40 表4.10 「學習者自主性」與「整體互動性距離」對「對課程傳播系統的滿意度」之二因子變異數分析 41 表4.11 「學習者自主性」與「整體互動性距離」對「對課程傳播系統的滿意度」之二因子變異數分析之平均數、標準差摘要表 41 表4.12「學習者自主性」與「整體互動性距離」對「對網路教學平台的滿意度」之二因子變異數分析 41 表4.13「學習者自主性」與「整體互動性距離」對「對網路教學平台的滿意度」之二因子變異數分析之平均數、標準差摘要表 42 表4.14 「學習者自主性」與「整體互動性距離」對「客觀學習成效指標」之二因子變異數分析 42 表4.15 「學習者自主性」與「整體互動性距離」對「客觀學習成效指標」之二因子變異數分析之平均數、標準差摘要表 42 表4.16 「學習者自主性」與「學習者間互動性距離」對「客觀學習成效指標」之二因子變異數分析 43 表4.17 「學習者自主性」與「學習者間互動性距離」對「客觀學習成效指標」之二因子變異數分析之平均數、標準差摘要表 43 表4.18 研究假設驗證結果摘要表 44 表4.19 課程、近遠端、性別各變項在對話、結構、互動性距離、學習者自主性與主、客觀學習成效指標之平均數、標準差及平均數差異t檢定摘要表 46 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0090752005 | en_US |
| dc.subject (關鍵詞) | 同步遠距教學 | zh_TW |
| dc.subject (關鍵詞) | 視訊會議 | zh_TW |
| dc.subject (關鍵詞) | 學習成效 | zh_TW |
| dc.subject (關鍵詞) | 互動性距離 | zh_TW |
| dc.subject (關鍵詞) | 對話 | zh_TW |
| dc.subject (關鍵詞) | 結構 | zh_TW |
| dc.subject (關鍵詞) | 學習者自主性 | zh_TW |
| dc.title (題名) | 以互動性距離理論探討同步遠距教學之學習成效 | zh_TW |
| dc.type (資料類型) | thesis | en |
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