臺灣大學生網路學習概念之研究

A Study on Taiwanese Undergraduates’ Conceptions of Internet-Based Learning

本研究旨在了解臺灣大學生之網路學習概念，並發展量化研究工具且進一步比較科學相關科系與非科學相關科系大學生在網路學習概念上的差異。研究過程分三階段，第一階段訪談40位大學生，並利用現象圖學法進行資料分析以了解大學生的網路學習概念，作為後續問卷發展的依據。第二階段採用400位大學生之樣本，進行問卷發展及因素分析與信、效度檢定。第三階段則根據科學相關科系及非科學相關科系大學生之問卷作答反應進行差異分析，以了解兩類學生在網路學習概念上之差異。研究結果顯示：臺灣大學生網路學習概念可區分為「單向學習」、「複習」、「資料搜尋」、「增加知識」、「自我調節學習」及「理解」六個概念。此外，本研究發展之「網路學習概念」問卷具有良好的信、效度。再者，科學相關科系大學生在「單向學習」及「資料搜尋」與非科學相關科系大學生有顯著差異。本研究並根據研究發現提出實務及未來研究上之建議。

The purposes of this study were to understand Taiwanese undergraduates’ conceptions of Internet-based learning, and explore the differences of conceptions of Internet-based learning between science-related majors and non- science-related majors. The study consisted of three major parts. First, 40 undergraduates were interviewed to identify conceptions of Internet-based learning through phenomenographic method. Second, a questionnaire was developed, based on these interviews, and validated, with 400 students. Third, the collected data, including 143 science-related majors and 257 non-science- related majors, were analyzed by independent sample t-test. The research findings indicated that six categories of conceptions of Internet-based learning were identified, including Internet-based learning as one-way learning, rehearsing, information searching, increase of knowledge, self-regulating, and understanding. In addition, the conceptions of Internet-based learning questionnaire developed in this study has good reliability and convergent validity. Moreover, there were significant differences in the two constructs of conceptions of Internet-based learning, one-way learning, and information searching, between science-related majored and non- science-related majored undergraduates.