| 英文摘要 |
With the spread of COVID-19, the demand for distance learning continues to increase, and many problems are faced in terms of teaching materials, teaching methods, operating equipment, and video platforms. Traditionally, most cram school education is taught by face-to-face teaching. Therefore, parents have many questions and concerns about the impact of distance learning on the effectiveness of student learning. This study investigates the teaching needs of nature courses in cram schools in the post-COVID-19 era. In a distance learning environment, more challenges are faced, such as functional support, operability, stability, and responsiveness of the teaching platform. In addition, students' learning attitudes, positive learning styles, and acceptance of distance learning methods are also important influencing factors of learning effectiveness.Therefore, this study proposes a research model that includes the effects of teaching platform acceptance, teacher-student interaction, learning attitude, learning motivation, and positive learning style on students' learning effectiveness in a distance learning environment in cram schools. In this study, an electronic questionnaire was created through an online website, and a link to it was posted on a social media group to collect data. A structural equation statistical analysis was conducted to verify the effects of teaching platform, teacher-student interaction, students' learning attitudes, positive learning styles, and learning motivation on learning effectiveness. We found that the teacher-student interaction and student positive learning style are the keys to enhancing learning effectiveness in a science distance learning environment. Based on the result, we recommend the precautions, corresponding practices, and teaching methods for implementing science distance teaching. Strategy suggestions for cram schools to implement science distance learning are also provided. |
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