Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/24153
標題: 數位學習環境下的拖延傾向之研究
The Study of Procrastination Tendency in the E-Learning Environment
作者: 李政毅
Li, Cheng-Yi
關鍵字: E-learning
數位學習
Procrastnation
Formative Assessment
拖延
形成性評量
出版社: 資訊管理學系所
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摘要: 數位學習消除了時間和空間上的障礙,但是其無人監督的特性亦帶來了容易讓學生拖延或不去使用的問題。本篇研究的目的在於找出各項可能會影響學業拖延的因素,以及提出並且實作一個可能的改進方法。我們使用非正規形成性評量做為改善拖延情況的方式。本研究以中興大學資管系的統計學課程作為實驗對像,共有61位受測者。我們要求受測者使用數位學習系統預習一個章節,再加入非正規形成性評量並要求他們再預習一個章節。我們在期初發放問卷調查他們的動機、自我效率、拖延傾向;在第一次預習考調查他們對於數位學習系統的知覺有用、知覺易用、對數位學習系統的態度和使用數位學習系統的意願;在第二次預習考調查他們的動機、自我效率、拖延傾向,以及對於加入非正規形成性評量後的數位學習系統的知覺有用、知覺易用、對數位學習系統的態度和使用數位學習系統的意願。 在迴歸分析與成對樣本檢定之後,我們發現了外在動機、動機缺失、知覺有用對於拖延傾向有顯著正相關,自我效率,知覺易用有顯著負相關;非正規形成性評量則無法增加使用者的自我效率。我們的結論如下: 1. 數位學習環境下高內在動機的學生能自己控制學習速度,因此拖延情況不受數位學習無人監督的影響;但是高外在動機的學生在數位學習的環境則有了拖延的機會。 2. 非正規形成性評量的功能之一在於讓教師即時獲得學生的學習進度並且修改教學形式:這在數位學習的環境下無法達成,因此無法及時的修改教學內容,讓他們覺得回答的正確或錯誤並不會影響任何事情。
E-learning eliminates the constraints of time and space, but the characteristic of teacher's absence also brings new problems: leading the students to procrastinate or possibly not using the system. Our research purpose is to find the factors that affect student's procrastination, and provide a scheme to improve it. We use informal formative assessment as the method of improvement. This research used a statistical curriculum held in National Cuhng-Hsing University, as the research subject with 61 participants. We ask them to use e-learning system to preview one chapter in advance, and use system embedded with informal formative assessment to preview another one chapter. We have distributed the questionnaire survey to investigate their motivations, self-efficacy, and procrastination tendency at the beginning of semester. First we investigated their perceived usefulness, perceived ease of use, attitude and intention to use the-learning system during the exam of first chapter. Then we investigated the perceived usefulness, perceived ease of use, attitude and intention to use the-learning system, motivations, self-efficacy, procrastination tendency during the exam of second chapter. After regression and paired-sample analysis, we found extrinsic motivations, amotivation, and perceived usefulness of an e-learning system will increase the procrastination tendency, while self-efficacy and perceived ease of use will decrease it. We also have found that task value and intrinsic motivations do not have significant effects on the students' procrastination tendency. Our conclusions are stated at below: 1. in the e-learning environment, students with high intrinsic motivation can control their pace of studying, so it's no matter whether the teacher monitors them or not. However, the students with high extrinsic motivation would have a greater chance to procrastinate while using the e-learning system. 2. The functionality of informal formative assessment is to enable teacher gather student's current situation and modify the instruction based on this. This is hard to achieve in the e-learning environment so the student may feel these assessment are not important since there is no difference if they are wrong in it.
URI: http://hdl.handle.net/11455/24153
其他識別: U0005-1102201005540900
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