從線上課程的實施分析學習者的學習需求
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Date
2004-02-01
Authors
余思賢
游光昭
蕭顯勝
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學視聽教育館
Abstract
全球市場的競爭及資訊科技的進步，促進了線上學習的興起，也激起了教育專業人士對線上學習者的學習需求之興趣。本研究目的即在藉由實施線上課程後來探討線上學習者學習需求之內涵，研究的過程是在文獻探討與分析後，列出可能的學習需求要項；之後再依這些要項實際建置一線上課程，並由進入該線上課程的學習者回應其對學習需求要項的看法；最後則依此學習者的意見，修訂成具完整性之學習需求要項。本研究的研究對象為152位線上學習者，資料結果的分析採敘述統計與因素分析。本研究之結論有二：（1）從線上學習者的角度來看，其學習需求可歸納成19個要項；（2）此19個「線上學習者學習需求要項」可分成「學習回饋」、「互動機制」、「系統設計」、「學習內涵」與「學習元件」等五構面。
With the success of information technology, on-line learning had been brought forth. Although on-line learning was developing and becoming commonplace, the lack of studies in on-line learner's learning needs still existed. The purpose of this study is to explore the aspects of on-line learners' learning needs. The study constructed electronic questionnaires to gather learners' opinions about the importance degree of on-line learners' learning needs. Having done the study, the following conclusions were made. First, from the on-line learners' viewpoints, there were nineteen learning needs of great importance. Second, their learning needs can further divide into five categories: leaning feedback, interaction mechanism, system design, learning content, and learning objects.
With the success of information technology, on-line learning had been brought forth. Although on-line learning was developing and becoming commonplace, the lack of studies in on-line learner's learning needs still existed. The purpose of this study is to explore the aspects of on-line learners' learning needs. The study constructed electronic questionnaires to gather learners' opinions about the importance degree of on-line learners' learning needs. Having done the study, the following conclusions were made. First, from the on-line learners' viewpoints, there were nineteen learning needs of great importance. Second, their learning needs can further divide into five categories: leaning feedback, interaction mechanism, system design, learning content, and learning objects.