大學線上學習者準備度與學習成就關係之研究

Abstract

本研究旨在探究線上學習者準備度與學習成就之關係。研究問題包含 1. 性別議題： 1.1. 線上學習者準備度量表在男女不同性別團體，是否具備測量恆等性？ 1.2. 男女學生在線上學習者準備度量表構面的潛在平均數是否有顯著差異？ 2. 線上學習者的在期中準備度的分數是否與期末的準備度分數（完成線上課程後）有顯著差異？ 3. 線上學習者準備度對於學習成就是否有正向影響？ 4. 線上學習者溝通自我效能對於非同步線上討論表現（討論區的成績）是否有正向影響？ 5. 線上學習者準備度構面是否能預測學生未來願意再次修習線上課程？

本研究對象為大學生，修習線上課程—資訊素養與倫理，以「線上學習者準備度量表」作為主要施測工具，該量表包含五個構面—電腦與網路自我效能、自我導向學習、學習動機、學習者控制以及線上溝通自我效能。學習成就則包含小組報告、非同步線上討論成績、期中期末考試成績。本研究採用多群組樣本測量模式分析、成對樣本t檢定、結構方程模式、邏輯斯迴歸來進行檢驗。

研究結果顯示線上學習者準備度具備跨性別測量恆等性的特徵。學習者控制與學習動機在期中分數高於期末，而線上溝通自我效能在期末分數則高於期中。此外，學習者準備度雖然對學習成效有正向影響，然而解釋力不佳；而線上溝通自我效能則是對非同步線上討論表現無影響。線上溝通自我效能與學習動機則能顯著預測未來是否願意再次修習線上課程。

The objective of this study was to examine the relationship between online learners’ readiness and learning performance. We investigated the following research questions:

1. Gender issues: 1.1. Does the Online Learner Readiness Scale (OLRS) hold measurement invariance properties between gender groups? 1.2. Are there any gender differences in the dimensions of the OLRS by means of latent mean analysis (LMA)? 2. Is there a significant difference between students’ readiness scores in the middle of the semester and scores in the final of the semester? 3. Does online learners’ readiness have a positive impact on their learning performance? 4. Does online learners’ online communication self-efficacy have a positive impact on their learning performance in asynchronous discussion (as measured by online discussion grade?) 5. Do online learners’ readiness factors predict their decision about taking online course again in the future?

Participants were college level students participating in online courses, Internet Literacy and Ethics. The Online Learner Readiness Scale (OLRS) was the instrument used in this study. Learning performance was measured by group project, asynchronous discussion performance, and midterm/ final exam.

This study utilized multi-group invariance analysis in order to assess the measurement and structural invariance. A paired sample t-test was conducted to answer the second research question. SEM was conducted to answer the question 3 and 4. A binary logistic regression analysis was conducted to answer the last question.

Analysis shows that the OLRS exhibits adequate cross-gender equivalence. The scores of learner control and motivation for learning were higher in the midterm than those at the end of the semester. The score of communication self-efficacy was lower in the midterm than that in the final. Student readiness was not a powerful construct in explaining learning performance and online communication self-efficacy did not influence asynchronous discussion performance. Online communication self-efficacy and motivation for learning were statistically significant predictors of learners’ willingness to take online course again in the future.