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博碩士論文 etd-0706106-010532 詳細資訊
Title page for etd-0706106-010532
論文名稱
Title
混成學習環境下學生班級氣氛知覺與學習成效之研究
Study on Classroom Climate and Learning Effectiveness in Blended Learning Environment
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
117
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2006-06-02
繳交日期
Date of Submission
2006-07-06
關鍵字
Keywords
學習成效、班級氣氛、混成學習
Classroom Climate, Blended Learning, Learning Effectiveness
統計
Statistics
本論文已被瀏覽 5787 次,被下載 2828
The thesis/dissertation has been browsed 5787 times, has been downloaded 2828 times.
中文摘要
近年來「混成學習」(Blended Learning)不僅在企業也在教育界中越來越受到矚目,成為數位學習領域中成為一個非常重要的研究議題,且被視為是能夠有效改善與增進學生學習成效的方法,但此一概念在教育界的應用卻早已行之有年。然而隨著資訊科技的發達,驅使混成學習模式的變化,發展出網路同步結合網路非同步的新興混成學習模式(Emerging Blended Learning, EBL),而過去的實體同步與網路非同步則成了傳統混成學習模式(Traditional Blended Learning, TBL)。在混成學習中,互動是一個相當重要的因素,且學習成效又是學者極欲探討的問題,加上傳統教學領域的研究顯示,藉由互動所產生的班級氣氛(Classroom Climate)對於學習成效擁有重要的影響。因此本研究鑒於學術界對於網路班級氣氛與學習成效的關係尚未擁有成熟的結論,期望透過兩種不同混成學習模式(EBL與TBL),觀察學生其班級氣氛知覺與學習成效,在不同時間點的變化及其差異狀況,了解EBL與TBL的學習效果是否相當,並探討網路教學中班級氣氛與學習成效之間的關係。研究方法是為結合問卷、訪談以及網路學習平台系統記錄資料,採用不同資料來源的三角驗證,在期中與期末時蒐集學生班級氣氛知覺與學習滿意度的資料,接著進行訪談了解學生自己對於班級氣氛及學習成效變化的想法,加上系統記錄資料以輔助量化資料的解釋。研究顯示EBL與TBL的學習效果相當,但EBL不論是在班級氣氛或是學習成效上的變化都較為TBL大,也發現網路班級氣氛與學習滿意度為顯著相關,最後針對研究結果給與教學實務上與企業之建議,以及未來研究方向。
Abstract
In recent years, Blended Learning becomes more and more popular in business and educational fields. It is regarded as an important research topic in e-Learning because it’s potential to enhance and improve students’ learning effectiveness. Though the concept of blended learning has been existing in traditional learning for several years; with the development of information technology, it drives a new emerging blended learning model. By combining cyber-asynchronous and cyber-asynchronous becomes the new Emerging Blended Learning (EBL) in contrast to the physical-synchronous and cyber-asynchronous that is considered as the Traditional Blended Learning (TBL). Besides, interaction is a vital factor in blended learning and learning effectiveness is an urge question that all researchers want to study in e-Learning. And the classroom climate, which comes from the interaction among all members and the environment in the class, has a vital influence on students learning outcome in traditional learning. According to our survey, the conclusion of the relationship between classroom climate and learning effectiveness in e-Learning is not yet confirmed from the literature. By analyzing these two different blended learning models (EBL and TBL), the aims of our study are to explore if the learning effects of EBL is the same as that of TBL and to investigate the relationship between classroom climate and learning effectiveness in e-Learning. The methods combine questionnaire, interview and LMS system logs for applying data triangulation validation. The procedure are collecting the questionnaire data at midterm and final examinations and then interviewing some students to get their thoughts and finally analyzing the system logs to help explanation of the quantity results. The results show that the learning effect of EBL is the same as that of TBL and the changes of classroom climate and learning effectiveness in EBL are more significant than in TBL. The results also show that the correlation of classroom climate and learning satisfactory is significant. Finally, we provide some suggestions and future research directions for educators and researchers.
目次 Table of Contents
表  目  錄 1
圖  目  錄 3
摘  要 4
ABSTRACT 5
第一章、序論 6
第一節、研究背景與動機 6
第二節、研究目的與議題 9
第三節、研究範圍 9
第四節、研究方法與論文架構 9
第二章、文獻探討 11
第一節、混成學習 11
一、混成學習的定義 11
二、混成學習的模式 13
三、混成學習相關研究 16
第三節、班級氣氛 20
一、班級氣氛的定義 20
二、班級氣氛的理論基礎 21
三、網路班級氣氛的發展 24
第四節、學習成效 27
第五節、班級氣氛與學習成效相關研究 29
第三章、研究方法與步驟 30
第一節、研究架構 30
第二節、研究問題與假說 31
第三節、研究方法 32
第四節、研究對象 32
第五節、研究工具 35
一、研究變項操作型定義及衡量 35
二、量化研究工具 36
三、群體訪談 38
第六節、實施流程 40
第七節、量化資料之分析方法 41
第四章、研究資料分析與結果 43
第一節、問卷回收情形及計算方式 43
第二節、問卷的信度與效度 43
一、班級氣氛 45
二、學習滿意度 47
三、總結 49
第三節、學生個人背景分析 50
第四節、班級氣氛與學習成效之分析 52
一、班級氣氛 52
二、學習滿意度 56
三、學習成績 61
四、班級氣氛與學習成效之相關性 62
五、小結 65
第五節、質性資料之分析 65
第六節、綜合討論 68
一、班級氣氛 68
二、學習滿意度 72
三、學習成績 76
四、班級氣氛與學習成效之相關性 77
第五章、結論與建議 79
第一節、結論 79
第二節、建議 80
第三節、未來研究與研究限制 81
參考文獻 82
附錄一、個人背景問卷 91
附錄二、班級氣氛與學習滿意度預試問卷 93
附錄三、班級氣氛與學習滿意度正式問卷 96
附錄四、訪談逐字稿 98
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