A Study on the Construction of Learning Dynamics Model for e-Course
| Autor: | Sheng-Huang Kuo, 郭勝煌 |
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| Rok vydání: | 2011 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 99 Science and technological tools developed from mankind's needs and became popularized in daily life. In order to obtain timely knowledge and information, technology has become the primary target that modern people pursue. In addition, the "National Information Infrastructure (NII)" has had a considerable impact on education reform. Through combining information science and technologies such as computers, networks and multimedia, it has brought real benefits to the teaching of each discipline through the construction of guided, interactive e-learning environments. In this new century, education should no longer be only absorbed in the former face to face lecture teaching method, but the individual differences among learners should be respected, with the learner being taken as the subject in a stimulating learning environment that promotes creativity. As a result, "teaching" and "learning" on the WWW (World Wide Web) have already become an important trend in the development of distance education. Therefore, raising students’ learning motivation towards e-course has become a priority for teachers. However, how to maintain students learning motivation until the completion of learning and also how to raise learning achievement have also become important topics of discussion in e-course. The aim of this study was to analyze the construction of the learning dynamics model for e-course, with the research being divided into two stages. The first stage used literature review to analyze the learning dynamics model for e-course and carry out a pilot study (experimental teaching) to examine the factors that influence the model. Qualitative research that included focus group interviews, participant observation, document analysis, teaching daily record, teacher inspection were adopted to find out the factors influencing the learning dynamics model for e-course. The second stage used "expert panels", revised the learning dynamics model and scale content, and then implemented empirical study of the model. A total of 242 instruments were sent out and 212 valid surveys were returned from students participating in e-course. Structural equation modeling was used to examine the learning dynamics for e-course theories and strengthen the promotion of the learning dynamics. The conclusions from this study are as follows: 1.The main content of the learning dynamics model for e-course includes four dimensions: "learning motivation", "self-regulation", "web-based collaborative learning" and "learning behavior". 2."Learning motivation" includes three factors: "value components", "expectancy components" and "emotion components". "Self-regulated" includes three factors: "self-efficacy", "motivation control" and "learning objectives". "Web-based collaborative learning" includes three factors: "mutual support-learning", "sharing learning-resources" and "problem-solving competency". "Learning behavior" includes three factors: "group dynamics", "cognitive strategy" and "computer anxiety". 3.The latent second-order factors such as learning motivation, self-regulation, and web-based collaborative learning have positive effects on the learning behavior in the learning dynamics model for e-course. 4.The indices of overall goodness-of-fit are good, and the four latent second-order factors have high explanatory power of learning achievement. 5.The construction of the learning dynamics model for e-course can be a useful reference to promote e-course schools. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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