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題名:A STUDY ON SOCIAL PRESENCE AND SATISFACTION OF ONLINE LEARNING ENVIRONMENTS (OLES) AMONG NONTRADITIONAL STUDENTS (NTS): A MIXED METHOD STUDY
作者:SANDROTUA BALI
作者(外文):SANDROTUA BALI
校院名稱:國立東華大學
系所名稱:教育與潛能開發學系
指導教授:劉明洲
學位類別:博士
出版日期:2020
主題關鍵詞:線上學習社會臨場感滿意度非傳統型學生同步 學習非同步學習online learningsocial presencesatisfactionnontraditional studentssynchronous learningasynchronous learning
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線上學習及其在高等教育相關技術的運用,現今在全球已相當受歡迎並廣泛被討論。事實上,線上學習已成功為許多學習者提供高等教育學習的管道。此外,隨著線上學習日趨受到矚目,這種學習方法對學習者而言,也證明有其效果及價值。然而僅有少數研究,針對線上學習的社會臨場感及學習滿意度的建構進行調查。尤其是針對非傳統的學生這一部分更是付之闕如。因此,本綜合型研究旨在調查並詳述線上學習環境中的社會臨場感及滿意度的各項需求,並針對118位學生他們線上及同步與非同步學習課程進行線上訪查。受訪學生皆是來自人社院三個學系的大學生。同時對9 位學生進行半結構式訪談搜集他們對線上學習環境的看法及經驗。根據統計分析結果,研究發現線上學習環境中的社會臨場感對學習滿意度有顯著的正面效果。此外,針對社會臨場感及滿意度而言 在性別上並無統計上的顯著差異。但是,本研究發現學生的主修科系對線上學習的社會臨場感及滿意度並無顯著差異 同樣的,學生的年級差異也未產生影響。研究資料以主題式分析法進行分析與評估,分別用以下五種主題進行研究討論:線上學習互動、線上學習方法、線上學習優點、線上學習挑戰及提升線上學習社會臨場感。根據研究發現:雖然學習者在線上學習可以輕鬆自在的互動,但是顯然並沒有足夠的機會與同儕充分溝通交流。理論上而言,非同步學習模式可以相當彈性的方式滿足學習者的需求,因為他們只能在工作之餘選修課程。此外,非傳統型的學生也喜愛同步學習。本研究的發現也指出對這類型學生而言,線上學習非常有利於他們升學 ,而且是非常經濟省時的進修途徑。但與此同時,他們也必須面對諸如工作量繁重、沒有彈性時間及技術問題等問題與挑戰。此外,本研究也顯在線上學習環境中善用幽默,有利提升社會臨場感及滿意度,同時更能激發出積極互動及有意義的回應。
Nowadays, the application of online learning, along with its related technology in higher education has been more popular and even widely discussed across the world. In practice, online learning has successfully provided enormous learners with an access to higher education. Furthermore, with its booming popularity, this learning method has proven its effect and values on the learners as well. However, only a few studies have been conducted on investigating the construct of social presence and satisfaction in online learning, particularly for nontraditional students (NTS). Owing to this, this embedded mixed methods study aims to investigate and elaborate upon the demands for social presence and satisfaction in online learning environments. It has utilized an online survey on one hundred and eighteen students in online and blended courses (i.e. synchronous learning and asynchronous learning). In reality, they are undergraduates from three departments in social and humanities fields. Meanwhile, semi-structured interviews for nine students were used to obtain opinions and experiences in online learning environments. According to statistical result, the findings in this study showed that social presence has a significant and positive effect on satisfaction in online learning environments. In addition, there was a statistically significant difference between male and female on social presence and satisfaction. However, this study has also found that there were no significant differences in students’ social presence and student satisfaction in whichever major they are. Likewise, there were also no statistically significant difference on social presence and satisfaction among the years of learning in online learning environment. The data in this study were analyzed and evaluated with a thematic analysis, where five themes were emerged and revealed respectively: i.e. interaction in online learning, methods in online learning, advantages of online learning, challenges of online learning, and enhancing social presence in online learning. According to the findings, it is convenient for the learners to interact in online learning; however, they obviously do not have sufficient opportunities to communicate with their peers to the fullest. Theoretically, asynchronous learning mode caters to their expectations in a more elastic way, due to the fact that they have no choice but to take courses only when they have free time after work. Nevertheless, these NTS prefer the synchronous learning, instead. The findings in this study also indicate that NTS benefited enormously from online learning which is seen as an economical and time-saving path. However, they had to confront challenges such as overwhelming workload, timing inflexibility, and technological malfunctions. In addition, this study has shown that making use of humor tends to enhance social presence and satisfaction in online learning environments, and then gives rise to active, interactive, and meaningful responses accordingly.
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