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探討遠距教學下影響學生自主學習之因素 = = Exploring the...

楊澍叡

探討遠距教學下影響學生自主學習之因素 = = Exploring the Factors Affecting Students' Autonomous Learning in Distance Education /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	探討遠距教學下影響學生自主學習之因素 =/ 楊澍叡.
Reminder of title:	Exploring the Factors Affecting Students' Autonomous Learning in Distance Education /
remainder title:	Exploring the Factors Affecting Students' Autonomous Learning in Distance Education.
Author:	楊澍叡
Published:	雲林縣 :國立虎尾科技大學 , : 民113.07.,
Description:	[7], 60面 :圖, 表 ; : 30公分.;
Notes:	指導教授: 吳純慧.
Subject:	遠距教學. -
Online resource:	電子資源

探討遠距教學下影響學生自主學習之因素 = = Exploring the Factors Affecting Students' Autonomous Learning in Distance Education /
楊澍叡

探討遠距教學下影響學生自主學習之因素 =Exploring the Factors Affecting Students' Autonomous Learning in Distance Education /Exploring the Factors Affecting Students' Autonomous Learning in Distance Education.楊澍叡. - 初版. - 雲林縣 :國立虎尾科技大學 ,民113.07. - [7], 60面 :圖, 表 ;30公分.

指導教授: 吳純慧.

碩士論文--國立虎尾科技大學資訊管理系碩士班.

含參考書目.

經過疫情後，臺灣對於遠距教學有更加的普及與重視。而遠距教學課程與傳統面授課程相比，能有更多的自由來安排課程，但沒有教學者在眼前叮囑，學習者更容易受到外界的干擾，因此，學習者更需要培養出自主學習的能力，來完成課程的學習策略與學習目標。在遠距教學的相關文獻中，學生的自主學習成為重要的議題。因此，本研究以過去文獻為基礎，建置研究架構，包含互動性、學習動機、同儕影響、自主學習、學習成效等五各構面，以瞭解遠距教學下，影響學生自主學習的因素以及其之間的關聯性。研究對象為使用過遠距教學的學習者，並透過網路問卷進行資料的蒐集，共收回267份問卷，其中有250份有效問卷。蒐集的研究資料分別以SPSS 21.0統計軟體進行敘述性統計分析；與使用SmartPLS 4.0結構方程模式軟體進行測量模式分析、結構方程模式分析，以及假說驗證。本研究結果顯示在遠距教學下：（1）遠距教學的互動性對學習動機、自主學習以及學習成效有正向顯著影響；（2）學習動機對自主學習有正向顯著影響；（3）自主學習對學習成效有正向顯著影響；以及（4）同儕影響對自主學習無顯著影響。最後，針對遠距教學下的自主學習提供研究與實務上建議。.

(平裝)Subjects--Topical Terms:

1419364
遠距教學.

探討遠距教學下影響學生自主學習之因素 = = Exploring the Factors Affecting Students' Autonomous Learning in Distance Education /
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246 1 1 $a Exploring the Factors Affecting Students' Autonomous Learning in Distance Education.
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500 $a 指導教授: 吳純慧.
500 $a 學年度: 112.
502 $a 碩士論文--國立虎尾科技大學資訊管理系碩士班.
504 $a 含參考書目.
520 3 $a 經過疫情後，臺灣對於遠距教學有更加的普及與重視。而遠距教學課程與傳統面授課程相比，能有更多的自由來安排課程，但沒有教學者在眼前叮囑，學習者更容易受到外界的干擾，因此，學習者更需要培養出自主學習的能力，來完成課程的學習策略與學習目標。在遠距教學的相關文獻中，學生的自主學習成為重要的議題。因此，本研究以過去文獻為基礎，建置研究架構，包含互動性、學習動機、同儕影響、自主學習、學習成效等五各構面，以瞭解遠距教學下，影響學生自主學習的因素以及其之間的關聯性。研究對象為使用過遠距教學的學習者，並透過網路問卷進行資料的蒐集，共收回267份問卷，其中有250份有效問卷。蒐集的研究資料分別以SPSS 21.0統計軟體進行敘述性統計分析；與使用SmartPLS 4.0結構方程模式軟體進行測量模式分析、結構方程模式分析，以及假說驗證。本研究結果顯示在遠距教學下：（1）遠距教學的互動性對學習動機、自主學習以及學習成效有正向顯著影響；（2）學習動機對自主學習有正向顯著影響；（3）自主學習對學習成效有正向顯著影響；以及（4）同儕影響對自主學習無顯著影響。最後，針對遠距教學下的自主學習提供研究與實務上建議。.
520 3 $a In the aftermath of the pandemic, Taiwan has seen an increased prevalence and emphasis on distance education. Compared to traditional face-to-face courses, distance education offers more flexibility in scheduling; however, without the immediate presence of instructors to provide reminders, learners are more susceptible to external distractions. Consequently, learners need to cultivate self-directed learning skills to achieve their learning strategies and goals. In the related literature on distance education, student self-directed learning has emerged as a critical issue. Therefore, this study, based on previous literature, constructs a research framework encompassing five dimensions: interactivity, learning motivation, peer influence, self-directed learning, and learning outcomes, to understand the factors influencing students' self-directed learning in distance education and the interrelationships among them. The research subjects were learners who had utilized distance education, and data was collected through an online questionnaire, yielding a total of 267 responses, with 250 valid questionnaires. The collected data were analyzed using SPSS 21.0 for descriptive statistical analysis, and SmartPLS 4.0 was used for measurement model analysis, structural equation modeling, and hypotheses testing. The results of this study indicate that in the context of distance education: (1) the interactivity of distance education has a positive and significant impact on learning motivation, self-directed learning, and learning outcomes; (2) learning motivation has a positive and significant impact on self-directed learning; (3) self-directed learning has a positive and significant impact on learning outcomes; and (4) peer influence does not have a significant impact on self-directed learning. Finally, the study provides research and practical recommendations for self-directed learning in distance education..
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650 # 4 $a 互動性. $3 1083973
650 # 4 $a 學習成效. $3 995388
650 # 4 $a Distance Learning. $3 1419365
650 # 4 $a Self-directed Learning. $3 1451562
650 # 4 $a Learning Motivation. $3 1048496
650 # 4 $a Interactivity. $3 1137742
650 # 4 $a Learning Effectiveness. $3 1016949
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