政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/111777

政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/111777

English | 正體中文 | 简体中文 | Post-Print筆數 : 27 | 全文筆數/總筆數 : 113451/144438 (79%)
造訪人次 : 51317101 線上人數 : 858

RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.

搜尋範圍

查詢小技巧：

您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果

若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料

進階搜尋

主頁 ‧ 登入 ‧ 上傳 ‧ 說明 ‧ 關於政大典藏 ‧ 管理

到手機版

政大機構典藏 > 文學院 > 圖書資訊與檔案學研究所 > 學位論文 > Item 140.119/111777

請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/111777

題名:	數位學習碩士班研究生線上學習、圖書館使用與學習成效之研究 Study on Online Learning, Library Use and Learning Outcomes for E-learning Master’s Students
作者:	張艾琦
貢獻者:	王梅玲張艾琦
關鍵詞:	數位學習數位學程數位學習碩士學習成效圖書館使用 E-learning Digital curriculum E-learning master Learning outcome Library use
日期:	2017
上傳時間:	2017-08-10 09:56:36 (UTC+8)
摘要:	時至今日，透過網路，人們學習的管道更加多元，線上學習可以讓學習者有更多的選擇，本研究以我國數位碩士在職專班為研究對象，為線上學習者，又兼具學生與工作者兩種角色，與一般全職學生不管是在上課或使用圖書館情形上都有很大的差異。故本研究目的為：一、探討我國數位在職專班生的特質與數位學習經驗；二、探討數位在職專班生利用圖書館服務與電子資源情況；三、探討數位在職專班生評量教學成效、課程平臺與教材、與圖書館滿意度的看法；四、探討影響數位在職專班生學習成效的因素。期望能對數位在職專班生有更深一層的瞭解，提供更優質的線上學程以及讓圖書館為線上學習者提供更完善的服務，吸引更多潛在的使用者使用圖書館的資源與服務。本研究透過訪談與問卷調查法的方式，分別針對六位數位在職專班生的訪談結果與196位數位在職專班生問卷調查結果進行分析，研究結果顯示：(一)數位在職專班生女性多於男性，平均年齡介於31歲至40之間，修習數位學程的原因會受到居住地與就職地的影響；(二)數位在職專生的自我效能高；(三)數位在職專班生修課動機為「自我追求」，且選擇線上課程時會考量家庭、工作與通勤時間等因素；(四)數位在職專班生使用大學圖書館的目的主要為：專題報告與課業學習需求，且多透過以網路的方式取用，並以使用電子資源的頻率最為頻繁，較少使用圖書館提供的虛擬參考服務。(五)數位在職專班生肯定教學成效且自評學習成效良好但對課程平台評價較低。(六)數位在職專班生對圖書館滿意度高。此外，本研究亦發現「教學成效」、「課程平臺與教材」、「圖書館滿意度」、「自我效能高低」、「年級」、「電子資源使用」皆與「學生自評學習成效」相關，意即當學生對這些因素感受愈高時，其自評學習成效會愈好。根據獲得之結論，本研究針對數位學程與圖書館兩方面提出建議。 Nowadays, through the Internet, online learning provides learners with more accesses to gaining knowledge. Online students, usually, are different from common students regarding class situations and library use. The objects of this research are master’s students, who are online learners, and are on-the-job, unlike full-time students. The aims of this study are as follows: 1. To explore the characteristics and E-learning experience of E-learning master’s students. 2. To examine E-learning master’s students` utilization of library services and electronic resources. 3. To discuss students` instructional evaluaton and opinions on online course platforms, teaching materials, and satisfaction with libraries. 4. To investigate the factors that affect the learning outcomes of E-learning master’s students. Via interviews and survey questionnaires, this study respectively analyzes interview outcomes of 6 E-learning master’s students and questionnaire results of 196 E-learning master’s students, and the results and conclusions are as follows: (1) There are more women than men in the E-learning master’s students, of whom the average age is between 31 years old to 40, and the master’s students` sites of residence or their workplace play a dominant role in influencing them to choose digital curriculums. (2) The self-efficacy of E-learning master’s students is high. (3) The motivation of most E-learning master’s students is"self-seeking", and the E-learning master’s students consider their families, works and their commute time when selecting online curriculums. (4) Most E-learning master’s students` purposes of using university libraries are to prepare reports and to obtain learning resources, and they often use library resoueces through the Internet access, in addition, the E-learning master’s students most frequently use electronic resources, while less use virtual reference services of libraries. (5) The E-learning master’s students give recognition to the instructional effectiveness of E-learning curriculums and their self-perceived learning effectiveness is good, but they have less positive comments on online course platforms. (6) The E-learning master’s students have high satisfaction with libraries. Furthermore, this study also finds that: The "instructional effectiveness," "online course platforms," "satisfaction with libraries," "self-efficacy," "grade," and "utilization of electronic resources" are related to the "self-perceived learning outcomes of the E-learning master’s students".Based on the above finding, this study provides suggestions for both digital curriculums and libraries.
參考文獻:	王如哲（2010）。解析「學生學習成效」。評鑑雙月刊，27，檢自：http://epaper.heeact.edu.tw/archive/2010/09/01/3388.aspx 王梅玲（2002）。美國大學遠距學習圖書館服務的探討。大學圖書館，6（2），65-87。王梅玲（2003）。網路教學帶給大學圖書館的挑戰與機會。圖書與資訊學刊，44，47-60。王梅玲（2009）。品質保證應用在圖書資訊學數位課程發展之行動研究。圖書館學與資訊科學，35（2），54-65。余佳恩（2013）。開放教育資源之理論與實踐（未出版碩士論文）。國立政治大學智慧財產研究所，臺北市。余顯強（2012）。Library 2.0。檢自：http://terms.naer.edu.tw/detail/1679045/ 吳玉茹、林雲雀（2016年10月）。圖書館使用者特質之研究─以國立宜蘭大學為例。圖書資訊與檔案創新研究國際研討會，臺北市吳美美（2004）。數位學習的現在與未來發展。圖書館學與資訊科學，30（2），92-106。杜瑞澤、邱淑萍、莊立文、朱維政（2013）。遠距教學之線上學習成效影響因子之研究。文化創意產業研究學報，3（4），157-166。岳修平、梁朝雲（2015）。綜整學生、教師與教學情境考量的遠距教學預測模型。教育資料與圖書館學，52（1），33-57。林永清、蕭錫錡（2008）。圖書館 E-Service 使用者需求與評量指標建立之研究一以某科技大學圖書館為例。服務業管理評論，3（2），17-32。林珊如、許禎芸（2008）。從國內碩士論文探討資訊行為相關研究。圖書資訊學研究，3（1），51-74。林維真（2012）。數位學習。檢自：http://terms.naer.edu.tw/detail/1678830/?index=1 徐嘉琳（2005）。數位學習者之資訊尋求行為研究-以政大遠距教學網為例（未出版碩士論文）。國立政治大學圖書資訊研究所，臺北市。翁慧圓（2016）。方案設計與評估。臺北市：洪葉文化。國立空中大學（2016）。國立空中大學簡介。檢自：http://www.nou.edu.tw/~president/introuction/ 張慈玲、韓竹平（2009）。從使用者角度評估大學圖書館之服務品質：以臺大圖書館為例。大學圖書館，13（2），136-163。教育部資訊及教育科技司（2014）。教育部大學遠距教學政策及發展概況。在2014大學遠距教學成果專書（頁2-8）。台北市：教育部數位學習認證專案計畫辦公室。陳年興、楊錦潭（2006）。數位學習理論與實務。臺北縣：博碩文化。陳啟亮（2012）。自我效能。檢自：http://terms.naer.edu.tw/detail/1679150/ 陳慧華（2014）。數位學習與圖書館服務。佛教圖書館館刊，58，21-29。游孝慈（2007）。我國大學圖書館支援數位學習之研究（未出版碩士論文）。國立臺灣大學圖書資訊學研究所，臺北市。葉至誠、葉立誠（2011）。研究方法與論文寫作。台北市：商鼎數位出版有限公司。童敏惠（1997）。大學圖書館視聽服務的新嘗試－以台大圖書館多媒體服務中心為例。大學圖書館，1（4），133-160。黃富順（2010）。成人學習動機理論。檢自：http://terms.naer.edu.tw/detail/1304925/ 楊芸菁（2012）。國立空中大學學生圖書館電子館藏使用意圖研究（未出版碩士論文）。國立臺灣師範大學圖書資訊學研究所，臺北市。葉炳煙（2013）。學習動機定義與相關理論之研究。屏東教大體育，16，285-293。詹惠雯、沈順治（2008）。線上學習成效影響因素模式之探討。中國行政，79，1-21。鄒景平（2003）。數位學習概論。載於資策會教育訓練處講師群（著），數位學習最佳指引（頁1-1–1-24）。台北，資策會教育處。臺灣大學圖書館（2016）。臺大圖書館數位學習網。檢自http://elearning.lib.ntu.edu.tw/ 趙美聲、陳姚真（2002）。遠距教育系統觀。臺灣：麗文文化。蔡培村、武文瑛（2010）。成人教育學。高雄市：麗文文化。顏春煌（2010）。數位學習：觀念、方法、實務、設計與實作。臺北市：碁峰資訊。蘇以青、柯薰貴、劉雅瑛（2008）課室教學與數位學習兩種學習模式的比較─學習者之主觀經驗。高雄護理雜誌，25（1），8-21。蘇諼（2001）。網路環境中的資訊行為─理論與模式探討。國家圖書館館刊，92（2），163-180。顧婕修、顧婕光（2013）。探討護理領域學生利用圖書館的習慣與影響─以北部地區某科技大學為例。長庚科技學刊，18，85-102。 ACRL(2016). Standards for distance learning library services. Retrieved from http://www.ala.org/acrl/standards/guidelinesdistancelearning Allen, E., Seaman J., Poulin R. & Straut, T. T. (2016). Online report card: Tracking online education in the United States. Retrieved from http://onlinelearningconsortium.org/read/online-report-card-tracking-online-education-united-states-2015/ Association for Talent Development (2016). Golssary. Retrieved from: https://www.td.org/Publications/Newsletters/Learning-Circuits/Glossary Britannica Academic (2016). distance education. Retrieved from http://academic.eb.com.autorpa.lib.nccu.edu.tw/levels/collegiate/article/443644 Chemers, M. M., L.-T. Hu, and B. F. Garcia. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology. 93 (1), 55-64. Chiteng Kot, F., & Jones, J. L. (2015). The impact of library resource utilization on undergraduate students` academic performance: A propensity score matching design. College & Research Libraries, 76(5), 566-586. doi:10.5860/crl.76.5.566 Compeau, D. R., and C. A. Higgins. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly. 19 (2), 189-211. Dewan, P., & Steeleworthy, M. (2013). Incorporating online instruction in academic libraries: Getting ahead of the curve. Journal of Library & Information Services in Distance Learning, 7(3), 278-296. doi:10.1080/1533290X.2013.804020 Dunn, K. (2002). Assessing information literacy skills in the California State University: A progress report. The Journal of Academic Librarianship, 28(1), 26-35. Fisk, J., & Summey, T. (2005). Got distance services?: Marketing remote library services to distance learners. Internet Reference Services Quarterly, 9(1), 77-91. doi:10.1300/J136v09n01_07 Gregory, V. L. (2013). Advancing library education: technological innovation and instructional design. In Ari Sigal(Eds.), Assessment of student learning outcomes in distance education. (pp. 172-182). Hershey, Pennsylvania: IGI Global Hill, J., & Patterson, C. (2013). Assessment from a distance: A case study implementing focus groups at an online library. College & Undergraduate Libraries, 20(3/4), 399–413. doi:10.1080/10691316.2013.829376 Huwiler, A. G. (2015). Library services for distance students: Opportunities and challenges. Journal Of Library & Information Services In Distance Learning, 9(4), 275-288. Jan, S. K. (2015). The relationships between academic self-efficacy, computer self-efficacy, prior experience, and satisfaction with online learning. American Journal Of Distance Education, 29(1), 30-40. doi:10.1080/08923647.2015.994366 Johnson, Sharon et al. (2012). Key issues for e-resource collection development: A guide for libraries, IFLA. Retrieved from: http://www.ifla.org/files/assets/acquisition-collection-development/publications/IFLA_ELECTRONIC_RESOURCE_GUIDE_DRAFT%20FOR%20COMMENT.pdf Kazakoff-Lane, Carmen. Environmental scan and assessment of OERs, MOOCs and Libraries: What Effectiveness and Sustainability Means for Libraries Impact on Open Education. (Chicago, IL. Association of College and Research Libraries, 2014). http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/Environmental%20Scan%20and%20Assessment.pdf. Kazmer, M. M., Gibson, A. N., & Shannon, K. (2013). Advancing library education: technological innovation and instructional design. In Ari Sigal(Eds.), Perceptions and experiences of E-Learning among on-campus students. (pp. 45-64). Hershey, Pennsylvania: IGI Global Kelley, K. B., & Orr, G. H. (2003). Trends in Distant Student Use of Electronic Resources: A Survey. College & Research Libraries, 64(3), 176. Kirkpatrick, D. L. (1977). Evaluation training programs: Evidence vs. proof. Training and Development Journal. 31(11), 9-12. Kirkpatrick, D. L. (1979). Techniques for evaluation programs. Training and Development Journal. 33(11), 9-12. Kitsantas, A., & Chow, A. (2007). College students’ perceived threat and preference for seeking help in traditional, distributed, and distance learning environments. Computers & Education, 48(3), 383-395. doi:10.1016/j.compedu.2005.01.008 Loertscher, D. V. (1988). Taxonomies of the school library media program. Englewood: Libraries Unlimited. Montague, R., & Pluzhenskaia, M. (2007). Web-based information science education (WISE): Collaboration to explore and expand quality in LIS online education. Journal Of Education For Library & Information Science, 48(1), 36-51. Montenegro, M., Clasing, P., Kelly, N., Gonzalez, C., Jara, M., Alarcón, R., & ... Saurina, E. (2016). Library Resources and Students` Learning Outcomes: Do All the Resources Have the Same Impact on Learning?. Journal Of Academic Librarianship, 42(5), 551-556. doi:10.1016/j.acalib.2016.06.020 Oguz, F., Chu, C. M., & Chow, A. S. (2015). Studying Online: Student Motivations and Experiences in ALA-Accredited LIS Programs. Journal Of Education For Library & Information Science, 56(3), 213-231. doi:10.12783/issn.2328-2967/56/3/4 Oxford English Dictionary(1997). e-learning. Retrieved from http://www.oed.com.autorpa.lib.nccu.edu.tw/view/Entry/261522?redirectedFrom=e+learning#eid Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813. Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). Windsor, UK: NFER-NELSON. Stemmer, J. K., & Mahan, D. M. (2016). Investigating the Relationship of Library Usage to Student Outcomes. College & Research Libraries, 77(3), 359-375. doi:10.5860/crl.77.3.359 Strachota, E. (2006). The use of survey research to measure student satisfaction in online courses. Paper presented at the Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, October, University of Missouri–St. Louis. Retrieved from http://www.umsl.edu/continuinged/education/mwr2p06/pdfs/ Tang, Y., & Tseng, H. W. (2013). Distance Learners` Self-efficacy and Information Literacy Skills. Journal Of Academic Librarianship, 39(6), 517-521. doi:10.1016/j.acalib.2013.08.008 Thanuskodi, S. & Subramaniyan, S. (2013). Advancing library education: technological innovation and instructional design. In Ari Sigal(Eds.), Awareness and use of e-resources among library and information science distance learners at Alagappa University: A Study. (pp. 264-272). Hershey, Pennsylvania: IGI Global Tury, S., Robinson, L., & Bawden, D. (2015). The Information Seeking Behaviour of Distance Learners: A Case Study of the University of London International Programmes. Journal Of Academic Librarianship, 41(3), 312-321. doi:10.1016/j.acalib.2015.03.008 University of Kentucky Libraries (2016). Libraries Distance Learning Library. Retrieved from http://libraries.uky.edu/DLLS#libscroller University of Louisiana at Lafayette University Library (2016). Distance learning. Retrieved from http://library.louisiana.edu/services/distance-learning Urdan,T. A., Weggen, C. C. & WRHAMBRECHT+CO (2000). Corporate E -learning: exploring a new frontier. Retrieved from http://www.e-learning.nl/publicaties/marktonderzoek/ New_Frontier.pdf Van de Vord, R. (2010). Distance students and online research: Promoting information literacy through media literacy. The Internet and Higher Education, 13(3), 170–175. Williams, B., Steiner, H., & Coonin, B. (2011). Fostering library as a place for distance students: Best practices from two universities. Internet Reference Services Quarterly, 16(4), 149-158. doi:10.1080/10875301.2012.618796 Wong, S. R., & Webb, T. (2011). Uncovering meaningful correlation between student academic performance and library material usage. College & Research Libraries, 72(4), 361-370. Yingqi, T., & Hung Wei, T. (2014). Distance students` attitude toward library help seeking. Journal Of Academic Librarianship, 40(3/4), 307-312. doi:10.1016/j.acalib.2014.04.008 Zhang, J. X., & Schwarzer, R. (1995). Measuring optimistic self-beliefs: A Chinese adaptation of the General Self-Efficacy Scale. Psychologia, 38 (3), 174-181.
描述:	碩士國立政治大學圖書資訊與檔案學研究所 104155005
資料來源:	http://thesis.lib.nccu.edu.tw/record/#G1041550051
資料類型:	thesis
顯示於類別:	[圖書資訊與檔案學研究所] 學位論文

文件中的檔案:

檔案	大小	格式	瀏覽次數
005101.pdf	2046Kb	Adobe PDF2	1215	檢視/開啟

在政大典藏中所有的資料項目都受到原著作權保護.

社群 sharing

著作權政策宣告 Copyright Announcement

1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.

DSpace Software Copyright © 2002-2004 MIT & Hewlett-Packard / Enhanced by NTU Library IR team Copyright © - 回饋