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博碩士論文 etd-0725114-084643 詳細資訊
Title page for etd-0725114-084643
論文名稱
Title
台灣大學生網路學習概念、網路學習方法與網路學習自我效能之研究
Investigating Taiwanese undergraduates' conceptions of, approaches to, and their learning self-efficacy regarding Internet-based learning
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
108
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
2014-08-20
繳交日期
Date of Submission
2014-08-25
關鍵字
Keywords
現象圖示法、網路學習、網路學習概念、網路學習方法、網路學習自我效能、大學生
Approaches to Internet-based learning, Undergraduate, Learning self-efficacy regarding Internet-based learning, Conceptions of Internet-based learning, Internet-based learning, Phenomenographic method
統計
Statistics
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The thesis/dissertation has been browsed 5695 times, has been downloaded 562 times.
中文摘要
本研究旨在探討台灣大學生網路學習概念、網路學習方法及網路學習自我效能之關係。首先以現象圖示法分析現今台灣大學生所持有的網路學習概念,並根據結論發展網路學習概念之問卷。此外,並以相關研究為基礎發展網路學習方法及修編網路學習自我效能問卷。接著探討不同背景變項之大學生在網路學習概念、學習方法及學習自我效能間的差異,並檢驗這三個變項間的相關性,最後再進行迴歸預測。本研究設計採用質性訪談與問卷施測兩種研究方法,第一階段晤談40位大學生,並以現象圖示法分析其訪談結果;第二階段則為問卷調查,以台灣南部七所大學為研究對象,總計445份有效樣本,最後再將問卷資料進行統計分析。問卷資料以描述性統計、獨立樣本T檢定、皮爾森積差相關及逐步多元迴歸進行統計分析。
本研究主要發現包括:(一)台灣大學生網路學習概念可區分成「複習」、「單向學習」、「資料搜尋」、「增加知識」、「自我調節學習」、「理解」六個概念 (二)本研究發展大學生「網路學習概念」及「網路學習方法」之問卷具有良好的信效度 (三)在網路學習的環境中,男生比女生較常自我評斷能夠擁有好的表現,即在網路學習過程較有信心 (四)平時花費越多時間在網路學習的學生,其使用的網路學習方法較為深層且更有自信 (五)高階網路學習概念與深層網路學習方法呈正相關;而低階網路學習概念「單向學習」與淺層網路學習方法呈正相關 (六)深層網路學習方法與網路學習自我效能呈正相關 (七)網路學習概念中的「理解」和「用不同視野看世界」可以正向預測深層網路學習方法;而「單向學習」則可以正向預測淺層網路學習方法。
Abstract
The study aims to exploring undergraduates' conceptions of, approaches to, and their learning self-efficacy regarding Internet-based learning in Taiwan. To this end, this study identified students’ conceptions of Internet-based learning through phenomenographic method and then developed the Internet-based learning questionnaire based on the phenomenographic results. This study also developed the approaches to Internet-based learning questionnaire and revised the learning sefficacy regarding Internet-based learning questionnaire. The study used both qualitative interviews and questionnaires methods. 40 students participanted in the phenomenographic study and a total of 445 students participanted in the follow up survey study. The main findings were summarized in the following: (1) The phenomenographic study revealed six categories of conceptions of Internet-based learning from lower level to higher level: rehearsing, one-way learning, information searching, increase of knowledge, self-regulating, and understanding. (2) The questionnaires assessing conceptions, approaches and self-efficacy regarding Internet-based learning which was developed in this study reveal sufficient reliability and validity. (3) Male students are more confidence on learning in Internet-based learning environment than females. (4) The students who usually spend more times on Internet-based learning tended to use deep approaches and have more confident to learning in Internet-based learning. (5) Higher level conceptions of Internet-based learning tended to positively relate to deep approaches to Internet-based learning; lower level conceptions “one-way learning” tended to positively relate to surface approaches. (6) Deep approaches tended to positively relate to learning self-efficacy. (7) The conceptions of learning “understanding” and “seeing in a new way” couled positively predicte to deep approaches; the conception “One-way learning” tended to positively predicte to surface approaches.
目次 Table of Contents
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 3
第三節 名詞釋義 4
第二章 文獻分析 6
第一節 網路學習 6
第二節 網路學習概念 10
第三節 網路學習方法 13
第四節 網路學習自我效能 17
第五節 網路學習概念、網路學習方法及網路學習自我效能之關係探討 20
第三章 研究方法 22
第一節 研究流程 22
第二節 研究樣本 26
第三節 研究工具 28
第四章 研究結果 33
第一節 大學生網路學習概念現象圖示分析 33
第二節 研究樣本背景資料分析 38
第三節 大學生網路學習概念、網路學習方法及網路學習自我效能問卷之探索性因素分析、信度考驗 41
第四節 大學生網路學習概念、網路學習方法及網路學習自我效能之差異考驗 50
第五節 大學生網路學習概念、網路學習方法及網路學習自我效能之相關考驗分析 60
第六節 大學生網路學習概念、網路學習方法及網路學習自我效能之迴歸預測分析 64
第五章 討論 69
第一節 台灣大學生網路學習概念與學習方法問卷發展與結論 69
第二節 台灣大學生在網路學習概念、網路學習方法及網路學習自我效能之差異情形 72
第三節 台灣大學生在網路學習概念、網路學習方法及網路學習自我效能之相關情形 80
第四節 台灣大學生在網路學習概念、網路學習方法及網路學習自我效能之迴歸預測情形 84
第六章 結論與建議 88
第一節 結論 88
第二節 研究限制與建議 91
參考文獻 93
一、中文部分 93
二、英文部分 94
附錄 99
附錄一 大學生網路學習概念訪談逐字稿總整理 99
附錄二 網路學習問卷 119



表目錄
表2-1 學習概念之分類 11
表2-2 學習方法之分類 15
表2-3 網路學習方法之架構 16
表2-4 自我效能定義統整 17
表3-1 研究內容介紹 23
表3-2 第一階段研究流程 24
表3-3 第二階段研究流程 24
表3-4 質性訪談樣本分布 27
表3-5 網路學習概念雙向細目表 29
表3-6 網路學習方法雙向細目表 31
表3-7 網路學習自我效能雙向細目表 32
表4-1 第一階段質性訪談-網路學習概念分布 36
表4-2 問卷結果-各背景變項之比例分配表 39
表4-3 性別與科系類別之比例分配表 39
表4-4 性別與修習網路課程之比例分配表 40
表4-5 問卷調查之樣本分布-網路學習的時數 40
表4-6 網路學習概念分類說明 41
表4-7 探索性因素分析與信度考驗-網路學習概念 43
表4-8 網路學習概念統計分析 44
表4-9 網路學習方法分類說明 45
表4-10 探索性因素分析與信度考驗-網路學習方法 46
表4-11 網路學習方法統計分析 47
表4-12 網路學習自我效能分類說明 48
表4-13 探索性因素分析與信度考驗-網路學習自我效能 48
表4-14 網路學習自我效能統計分析 49
表4-15 差異考驗T檢定-性別與網路學習概念之差異 50
表4-16 差異考驗T檢定-性別與網路學習方法之差異 51
表4-17 差異考驗T檢定-性別與網路學習自我效能之差異 51
表4-18 差異考驗T檢定-科系類別與網路學習概念之差異 52
表4-19 差異考驗T檢定-科系類別與網路學習方法之差異 52
表4-20 差異考驗T檢定-科系類別與網路學習自我效能之差異 53
表4-21 差異考驗T檢定-全網路學習課程經驗與網路學習概念之差異 54
表4-22 差異考驗T檢定-全網路學習課程經驗與網路學習方法之差異 55
表4-23 差異考驗T檢定-全網路學習課程經驗與網路學習自我效能之差異 56
表4-24 差異考驗T檢定-網路學習時數與網路學習概念之差異 56
表4-25 差異考驗T檢定-網路學習時數與網路學習方法之差異 57
表4-26 差異考驗T檢定-網路學習時數與網路學習自我效能之差異 58
表4-27 深層學習方法與淺層學習方法之差異 59
表4-28 網路學習概念與網路學習方法之相關 61
表4-29 網路學習概念與網路學習自我效能之相關 62
表4-30 網路學習方法與網路學習自我效能之相關 63
表4-31 迴歸分析-網路學習概念預測網路學習方法 67
表4-32 迴歸分析-網路學習概念和網路學習方法預測網路學習自我效能 68
表5-1 不同背景變項在網路學習概念、網路學習方法及網路學習自我效能之差異(一) 73
表5-2 不同背景變項在網路學習概念、網路學習方法及網路學習自我效能之差異(二) 78
表5-3 網路學習方法組內得分之差異 79
表5-4 網路學習概念與網路學習方法之相關情形 81
表5-5 網路學習概念與網路學習自我效能之相關情形 82
表5-6 網路學習方法與網路學習自我效能之相關 83


圖目錄
圖2-1 學習方法之架構 14
圖2-2 研究架構圖 21
圖3-1 研究流程圖 22
圖4-1 學習方法架構圖 58
圖4-2 本研究之迴歸預測架構圖 64
圖5-1 網路學習概念對深層學習方法之預測 84
圖5-2 網路學習概念對淺層學習方法之預測 85
圖5-3 網路學習概念與學習方法對一般性網路學習自我效能之預測 86
圖5-4 網路學習概念與學習方法對功能性網路學習自我效能之預測 87
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