近年來由於網路建設日趨成熟、電腦使用的普及與大眾對於持續學習的需求，網路教學已成為一股新的學習方式與潮流。相較於傳統的面對面教學，網路教學有不受時間、地點限制以及學習互動管道多樣的優點，但相對的，也可能因為在全然的虛擬學習環境裡而產生人際疏離的情形。鑑於網路教學與傳統教學都有各自的優點，因此本研究主要在比較網路教學與網路教學結合傳統教學下的學習互動過程以及學習成效上是否有差異，並做為教學設計以及未來研究的參考。本研究是採實地研究法觀察某大學中，以網路大學教學平台進行網大教學以及以網大教學平台輔助傳統教學的兩個班級，並深入探討兩種教學方式下的學習互動過程與學習成效上是否有差異。另外，並以個人特質作為干擾變數進一步探討在不同教學方式下，個人特質是否會對學習互動過程造成干擾。最後則是探討不同教學方式下，學習互動過程是否會對學習成效造成影響。

研究結果發現，在學習成效上，網大教學方式下的個人學習成績顯著的高於網大輔助傳統教學下的個人成績，但是在學習滿意度上則無顯著的差別。在學習互動過程上，網大教學方式的張貼篇數明顯多於網大輔助傳統教學方式的張貼篇數，其餘的學習互動過程則無顯著差異。在個人特質上發現，只有性別與認知型態會分別干擾張貼平均字數以及非有效學習特徵。最後本研究並發現，在兩種教學方式下，學習互動過程對學習成績都有顯著的影響，但對於學習滿意度則不一定有影響。

The objective of this study is to investigate the effects of the online instruction versus the effects of traditional face-to-face instruction assisted with online learning system. Specifically, the learning process is investigated. The observation groups of this study are two class students. One class is online class and the other class studies in a traditional class assisted with online learning system. The variables of personalities are also taken into discussion to explore whether the personalities of learners moderate the learning process and the learning effects. Moreover, whether the learning processes between two different instruction methods affect learning effects are explored.
Based on the data analysis, the findings of this study are summarized as follows:

1. The learning achievements of online instruction learners are significantly better than those of learners who studied in a traditional class assisted with online learning system. However, the differences of learning satisfactions from learns are not significant.

2. Learners in the online instruction post more articles than those who study in traditional instruction assisted with online learning system. But the other subjects in the learning process between the two instruction methods don’t have significant differences.

3. Gender and the cognitive style separately affect the average numbers of post words and ineffective learning characteristics.

4. The learning process affects significantly the achievements of learners in both instruction methods, but the learning process doesn’t always affect the learning satisfactions of learners.

目 錄

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 研究方法 3
第四節 研究流程 4
第五節 論文架構 5
第二章 文獻探討 6
第一節 遠距教學 6
第二節 影響學習成效的因素 13
第三節 學習互動過程與學習滿意度 22
第三章 研究架構與方法 30
第一節 研究架構 30
第二節　研究假設 31
第三節 研究變數的定義與操作 37
第四節 研究方法與程序 39
第五節 資料收集來源與前測 44
第六節 信度與效度 46
第七節 分析方法 47
第四章 資料分析 50
第一節 研究對象之基本資料描述與認知型態分組 50
第二節 討論區內容分析與問卷的信度檢驗 53
第三節 假設的檢定 58
第四節 驗證結果彙整 77
第五章 結論與建議 81
第一節 研究發現與結論 84
第二節 研究貢獻 84
第三節 研究限制 86
第四節 研究方向建議 87
參考文獻 88
一、中文部分 88
二、西文部分 90
附錄一、個人基本資料問卷 95
附錄二、網路教學平台自我效能問卷 96
附錄三、學習滿意度問卷（網大教學組） 98
附錄四、學習滿意度問卷（網大輔助傳統教學組） 100
附錄五、認知型態藏圖量表 102

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