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研究生: 樓義翔
研究生(外文): Yi-shyng Lou
論文名稱: 網路學習中影響學習成效之模式 - 以資訊科技角度探討
論文名稱(外文): Impact Model on Learning Effect in Web-Based Learning - IT Perspective
指導教授: 溫嘉榮
指導教授(外文): Dr.Jia-rong Wen
學位類別: 碩士
校院名稱: 樹德科技大學
系所名稱: 資訊管理研究所
論文出版年: 2008
畢業學年度: 96
語文別: 中文
論文頁數: 123
中文關鍵詞: 網路學習電腦焦慮認知有用性認知易用性學習成效
外文關鍵詞: Web-Based LearningAnxiety of ComputerPerceived UsefulnessPerceived Ease of UseLearning Effect
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本研究探討網路學習中影響學習成效的模式,使用資訊科技的角度,並包括教育、資訊科技與個人差異三個部份,首先建構出一個影響網路學習中學習成效的模式,包括學習者的電腦焦慮情形、教育中的學習動機、資訊科技中的認知有用性與認知易用性,另外也探討學習者學習背景與學習風格的差異。目的是探討對於學習過程中,電腦焦慮、學習動機、認知有用性、認知易用性及學習成效的影響情形,作為開設網路學習模式進行教育訓練時的參考依據。並且分析學習背景與學習風格對網路學習中各項因素的差異,提供未來開設網路學習課程之內容與活動設計等參考建議。研究方法使用問卷調查法,以樹德科技大學一年級新生參與網路學習課程後測量,共回收有效樣本兩百三十八份,使用結構方程模式分析與變異數分析驗證本研究之假設與探討。
  分析結果指出,在影響學習成效的模式中電腦焦慮會直接正向影響學習動機與認知易用性;學習動機會直接正向影響認知易用性與認知有用性;認知易用性會直接正向影響認知有用性;認知有用性會直接正向影響學習成效。在學習背景與學習風格中學習者就讀科系對電腦焦慮、認知有用性、認知易用性、學習成效具有顯著的差異;學習者年齡對學習動機具有顯著的差異;學習者畢業學校對學習成效具有顯著的差異;學習者居住地區對電腦焦慮、認知有用性、認知易用性、學習成效具有顯著的差異;學習者接觸電腦與網路的時間對認知有用性、認知易用性、學習成效具有顯著的差異;學習者每天使用電腦與網路的時間對認知有用性、認知易用性、學習成效具有顯著的差異。希望能藉由本研究的結果提供未來網路學習時關注及改善的依據。
The study probes focus of the impact model on Learning Effect in Web-Based Learning. We use the as aspect of information technology perspective, including education, Information Technology and the difference of individual. First, we build a model that can impact Learning Effect in Web-Based Learning, including Anxiety of Computer, Motivation, Perceived Usefulness and Perceived Ease of Use. In addition, we also probe the difference of Learners’ background and learning style.
Analyze to point out as a result; anxiety of computer will directly and positively impact Motivation and Perceived Usefulness. Motivation will directly and positively impact Perceived Usefulness and Perceived Ease of Use. Perceived Usefulness will directly and positively impact Perceived Ease of Use. Perceived Ease of Use will directly and positively impact the Learning Effects. In learning background and learning style, learners’ department, age, graduated, living region, time of learners contact computer and network, time of learner use computer and network has obvious difference in Anxiety of Computer, Motivation, Perceived Usefulness, Perceived Ease of Use and Learning Effect. In short, we hope can regard the research result as basis of concern and improved in Web-Based Learning future.
中文摘要  i
英文摘要  ii
誌謝  iii
目錄  iv
表目錄  vii
圖目錄  ix
第一章 緒論  1
第一節 研究背景與動機  1
第二節 研究目的  4
第三節 研究流程  4
第二章 文獻探討  6
第一節 網路學習  6
一、網路學習定義  6
二、網路學習特點  10
三、網路學習相關研究  13
第二節 學習風格  15
一、學習風格定義  15
二、Kolb學習風格理論  17
三、學習風格相關研究  20
第三節 科技接受模式  22
一、科技接受模式理論  22
二、科技接受模式相關研究  26
第四節 學習動機  28
一、學習動機定義  28
二、學習動機理論  29
三、學習動機測量  32
四、學習動機相關研究  34
第五節 電腦焦慮  35
一、電腦焦慮形成  36
二、電腦焦慮定義  37
三、電腦焦慮測量  38
四、電腦焦慮相關研究  40
第六節 學習成效  41
一、學習成效評估  41
二、學習成效相關研究  44
第三章 研究方法  47
第一節 研究架構  47
第二節 研究變數與操作性定義  47
第三節 研究假設與探討  50
第四節 問卷設計  52
第五節 資料分析方法與工具  53
第六節 研究樣本與預試  54
第四章 資料分析  56
第一節 樣本結構與敘述性統計  56
第二節 相關係數分析  62
第三節 線性結構關係模式分析  64
一、驗證性因素分析  64
二、結構方程模式變項與模式建立  65
三、各研究變項的測量模式分析  65
四、整體模式適合度分析  68
五、結構方程模式分析  70
六、修正後結構方程模式分析  71
七、各潛在變數之影響結果與研究假說之驗證  73
第四節 學習背景與風格之類別變項分析  77
一、就讀科系之變異數分析  78
二、年齡之變異數分析  78
三、性別之變異數分析  79
四、畢業學校之變異數分析  79
五、居住地區之變異數分析  80
六、學習地點之變異數分析  80
七、接觸電腦與網路的時間之變異數分析  81
八、每天使用電腦與網路的時間之變異數分析  81
九、學習風格之變異數分析  82
十、學習背景與風格分析結果  82
第五章 結論與建議  84
第一節 結論  84
一、影響學習成效的模式方面  84
二、學習背景與風格方面  86
第二節 建議  88
第三節 研究限制  89
第四節 未來研究建議  90
參考文獻  91
附錄一  104
附錄二  109
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