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研究生: 江翊嘉
CHIANG, Yi-Chia
論文名稱: 停課不停學—遠距教學學生自我調整學習與程式設計課程學習成效之關係
School Closures, Uninterrupted Learning: The Relationship Between Self-Regulated Learning and Learning Outcomes in Programming Courses under Distance Learning
指導教授: 李懿芳
Lee, Yi-Fang
口試委員: 宋修德
Sung, Hsiu-Te
曾璧光
Tseng, Pi-Kuang
李懿芳
LEE, Yi-Fang
口試日期: 2024/01/28
學位類別: 碩士
Master
系所名稱: 工業教育學系科技應用管理碩士在職專班
Department of Industrial Education_Continuing Education Master's Program of Technological Management
論文出版年: 2024
畢業學年度: 112
語文別: 中文
論文頁數: 130
中文關鍵詞: 遠距教學科技接受模式自我調整學習程式設計
英文關鍵詞: Distance learning, Technology Acceptance Model, Self-regulated learning, Programming
研究方法: 調查研究
DOI URL: http://doi.org/10.6345/NTNU202400378
論文種類: 學術論文
相關次數: 點閱:131下載:17
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  • 本研究旨在探討國內停課不停學期間,使用遠距教學學習程式設計,學生自我調整與程式設計課程學習成效之關係,並以科技接受模式為基礎建構影響模型。研究對象設定在新北市地區國民中學階段學生,並以110學年度八、九年級學生為主,總樣本數為696人。所得量化資料採描述性統計、結構方程式及迴歸等方法進行統計分析。主要研究結論包括:一、學生使用遠距教學學習程式設計課程時,學生知覺線上系統的有用程度、易用程度尚可;二、國內停課不停學期間,學生使用遠距教學學習程式設計課程,自我調整學習能力正向影響程式設計學習成效;三、科技接受模式能有效預測學生使用遠距教學學習程式設計課程時,自我調整學習能力與程式設計學習成效之關係。依據上述研究結論,本研究對學生、老師及家長提供建議,透過學生、老師和家長的共同努力,提升學生在遠距學習中的自我調整學習能力,以期獲得更卓越的程式設計學習成效。

    This study aimed to investigate the relationship between students' self-regulation and the learning effectiveness of programming courses through the use of distance learning programs during the period of school closures, unin-terrupted learning. The study constructed an impact model based on the tech-nology acceptance model. The participants were students in junior high schools in the New Taipei City area, with a focus on 8th and 9th-grade stu-dents in the academic year 110, with a total sample size of 696 individuals. Quantitative data were analyzed using descriptive statistics, structural equa-tion modeling, and regression. The main research conclusions include: 1. When students use distance learning programs for programming courses, they perceive the usefulness and ease of use of the online system as accepta-ble. 2.During the period of nationwide school closures and continuous learn-ing, students' use of distance learning programs for programming courses positively influences their self-regulated learning ability and, in turn, affects the learning effectiveness of programming. 3.The technology acceptance model can effectively predict the relationship between students' use of dis-tance learning programs for programming courses, their self-regulated learn-ing ability, and the learning effectiveness of programming. Based on the above research findings, this study provides recommendations for students, teachers, and parents. Through the collaborative efforts of students, teachers, and parents, it is suggested to enhance students' self-regulated learning abili-ties in distance learning, aiming for more outstanding achievements in pro-gramming learning.

    第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與研究問題 4 第三節 研究範圍與限制 5 第四節 名詞釋義 7 第二章 文獻探討 11 第一節 程式設計課程與教學 11 第二節 遠距教學與科技接受模式的應用 17 第三節 自我調整學習理論 28 第四節 停課不停學政策 42 第五節 小結 46 第三章 研究設計與實施 49 第一節 研究架構與變項 49 第二節 研究對象與抽樣 53 第三節 研究工具 53 第四節 研究步驟 65 第五節 研究資料處理與分析 66 第四章 研究結果與分析 69 第一節 停課不停學期間國中生使用遠距教學學習程式設計課程自我調整學習能力與程式設計學習之現況分析 69 第二節 國內停課不停學期間國中生使用遠距教學學習程式設計課程自我調整學習與程式設計學習成效之相關 85 第三節 停課不停學期間國中生使用遠距教學學習程式設計課程自我調整學習能力與程式設計學習成效模型之整體適配度 91 第四節 驗證結果與討論 104 第五章 結論與建議 109 第一節 研究結論 109 第二節 研究建議 111 參考文獻 115 附錄 問卷 126

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