英才網平台於遠距英語學習之應用與評鑑

論文名稱(外文):, An Evaluation of EngSite Platform and its Applications in Distance Language LearningAn Evaluation of EngSite Platform and its Applications ... 資料載入處理中... 跳到主要內容 臺灣博碩士論文加值系統 ::: 網站導覽| 首頁| 關於本站| 聯絡我們| 國圖首頁| 常見問題| 操作說明 English |FB專頁 |Mobile 免費會員 登入| 註冊 功能切換導覽列 (206.189.149.24)您好！臺灣時間：2022/07/1613:18 字體大小：       ::: 詳目顯示 recordfocus 第1筆/ 共1筆  /1頁 論文基本資料 摘要 外文摘要 目次 參考文獻 電子全文 紙本論文 QRCode 本論文永久網址: 複製永久網址Twitter研究生:蘇庭筠研究生(外文):Karen論文名稱:英才網平台於遠距英語學習之應用與評鑑論文名稱(外文):AnEvaluationofEngSitePlatformanditsApplicationsinDistanceLanguageLearningAnEvaluationofEngSitePlatformanditsApplicationsinDistanceLanguageLearning指導教授:施佑芝指導教授(外文):Yu-ChihDorisShih學位類別:碩士校院名稱:輔仁大學系所名稱:語言學研究所學門:人文學門學類:語言學類論文種類:學術論文論文出版年:2008畢業學年度:97語文別:英文論文頁數:203中文關鍵詞:英才網、學習管理系統、遠距教學外文關鍵詞:EngSite、learningmanagementsystem、distancelearning相關次數: 被引用:2點閱:402評分:下載:91書目收藏:1 隨著電腦多媒體以及網際網路的快速發展，數位學習變成語言學習的一種趨勢。

越來越多的學習是透過「學習管理系統」，對教育機構而言，尤為一項重要的課題。

學習管理系統在高等教育的科技採用上常是優先選擇，尤其對遠距課程而言，佔有一席之地。

本研究旨在探討「英才網」學習管理系統在輔仁大學遠距語言課程上的應用。

因為學習管理系統近年來在遠距教育上逐漸受到關注，所以本研究根據學習管理系統評鑑標準進行英才網平台(國立中央大學教授發展)的評鑑，並且探究英才網於三門遠距英語課程(商務翻譯、英文聽力、英文寫作論說文)上的應用。

研究對象為九十一位參與2007年第二學期「輔仁大學英文系中高級英語非同步遠距課程」的學生及三位授課老師。

另外，三位淡江大學教育科技學系教授共同參與此研究。

研究方法主要為問卷調查、課堂觀察以及訪談。

資料的蒐集過程如下：首先，三位專家填寫「學習管理系統評鑑表」評鑑英才網。

其次，學生在課程開始時填寫一份「遠距學習適合度問卷」。

第三，研究者觀察老師與學生在英才網遠距課程中的教學行為，過程中的觀察紀錄、電子郵件、線上討論及訊息，皆為研究資料。

第四，學生在課程結束前一週，填寫英才網線上「遠距學習滿意度問卷」，了解其在遠距英語課程學習時的態度和滿意度。

第五，研究者取得所有學生的期末成績，以調查學生的學習成就與遠距學習適合度的關係。

最後，研究者以一對一的方式和六位學生及三位老師作面談。

收集的數據資料，透過量性與質性的方式進行分析。

本研究主要的結論如下：首先，基於評鑑學習管理系統的必要條件標準下，三位專家大體而言滿意英才網。

整體看來，英才網具備了作為學習輔助工具的必要條件，尤其適用於外語學習上。

其次，學生的遠距學習適合度和他們的期末成績有顯著的正向相關性。

一方面，學生在修讀遠距英語課程前可先評估自己的遠距學習適合度，藉此預期自己的線上學習成就。

另一方面，學生在修讀遠距英語課程前，可先檢視自己遠距學習的不利條件，以為獲得良好的線上學習成就作準備。

第三，英才網學習環境具備了作為最佳語言學習環境的八項條件。

另外，英才網上的教學型態包含課堂互動以及以學習者為中心的教學模式。

然而，英才網遠距教學也存在著一些困難及限制。

第四，多數的學習者滿意透過英才網作英語課程學習。

內容分析法顯示，只要針對某些平台及教學問題作進一步改善，以符合老師和學習者的需求，英才網應用在遠距語言學習上是有價值的。

WiththerapiddevelopmentinmultimediacomputingandtheInternet,e-learninghasbeenbecomingatrendinlanguagelearning.LearningthroughtheLearningManagementSystem(LMS)isincreasinglyavailableandbecomesanimportantissueforeducationalorganizations.LMSsholdapositionoffirstchoiceinlearningtechnologyadoptionwithinhighereducation,particularlyfordistancecourses.ThemainconcernofthisresearchwastoinvestigatetheapplicationofoneLMS,EngSite,todistancelanguagecoursesatFuJenCatholicUniversity.AsLMSshavegainedincreasingattentionondistanceeducation(DE)inrecentyears,thepresentstudyevaluatedEngSiteplatform(developedbyprofessorsinNationalCentralUniversity)basedonevaluationcriteriaofLMSandexploredtheapplicationsofEngSiteplatforminthreedistancelanguagecourses,includingBusinessTranslation,ListeningComprehension,andWriting1:ExpositoryWriting.Ninety-oneparticipantswhotookthethreeAdvancedandIntermediateDistance-Learning(AIEDL)coursesviaEngSiteatFuJenCatholicUniversity,threeteachers,andthreeexpertsfromDepartmentofEducationalTechnologyofTamkangUniverstiywereinvolvedinthisstudy.Datacollectionincludedexperts’responsesofaLMSevaluationform,adistancelearningsuitabilityinventory,participants’responsesonthemessageboardandthechatroom,participants’e-mails,adistancelearningsatisfactionquestionnaire,students’finalgrades,andinterviews.StatisticalanalysesshowedthattheresultsofEngSiteevaluationwerepositive;expertsweregenerallysatisfiedwithmostofthefunctionalandnon-functionalrequirementsofEngSite.EngSite,asawhole,canbequalifiedasalearningsupporttoolbasedonimportantLMSselectingcriteria.Forthoseunsatisfactoryfunctionsandfeatures,theplatformdevelopersneedtoimprovethem.Moreover,statisticalanalysisrevealedthattherewasasignificantpositiverelationshipbetweenstudents’distancelearningsuitabilityandtheirfinalgrades.Asaresult,studentswhohesitatetotakethedistancelearningcoursescanassesstheirdistancelearningsuitabilityfirsttoanticipatetheironlinesuccessasareferenceofmakingdecisionontakingthedistancecoursesornot.Orthosestudentscanexaminethedisadvantageouselementsforsuccessfulonlinelearninginadvance,andthenimprovethosedisadvantageouselementstopreparethemselveswellfortakingonlinecourses.Throughtheobservationsoninstructors’andstudents’teachingandlearninginEnglishcoursesoverthedistanceviaEngSite,theresearcherfindsthatEngSitelearningenvironmentfitsmostlyintotheeightconditionsofoptimallanguagelearningenvironments(Chao,Egbert,&Smith,1999)anddoesofferincreasedopportunitiestoenhanceteachingandlearning.TeachingandlearningpatternsviaEngSitelearningenvironmentincludedin-classinteractionandlearner-centeredapproach.Difficultiesandlimitationofonlineteachingandlearningwerefound.Inaddition,statisticalanalysesshowedthatthemajorityoflearnersweresatisfiedwithlearningEFLcoursesthroughEngSite.ContentanalysesshowedEngSitecouldbeappliedwelltodistancelanguagelearningaslongassomeimprovementscanbemadeforthecoursesviaEngSite.Overall,moststudentsandteacherswerewillingtolearnandteachviaEngSiteinthefuture.FindingsofthisstudysuggestthatEngSitecouldbeservedastheLMSfordistancelearnerstolearnEnglishbeyondthelimitationoftimeandspace.Toassurestudents’goodlearningperformanceviaEngSite,teachersandlearnersthemselvesshouldlookintolearners’distancelearningsuitability.AslongassomedifficultiesandlimitationsofonlineteachingandlearningviaEngSitecanbeimprovedfurther,andtheneedsofteachersandlearnerscanbemet,theapplicationsofEngSiteindistancelanguagelearningarevaluable. TABLEOFCONTENTSCHINESEABSTRACTIENGLISHABSTRACTIIACKNOWLEDGEMENTSIVTABLEOFCONTENTSVLISTOFTABLESVIIILISTOFFIGURESIXLISTOFABBREVIATIONSXCHAPTERONE:INTRODUCTION1RationaleandMotivation1PurposesandResearchQuestions3SignificanceoftheStudy4DefinitionofTerms5OrganizationoftheThesis6CHAPTERTWO:LITERATUREREVIEW8LearningManagementSystems8TheRoleofLMSinEducation10LMSSelectionandEvaluation11LMSEvaluationCriteriaandFramework12Distanceeducation14Studiesondistanceeducationandonlinelanguagelearning16DistanceEducationEnvironmentforLanguageLearning18OnlineInteractionandCommunication21CriticalThinkinginLanguageLearning21StudentSuccessinDistanceCourses23TheEvaluationofDistanceLearningCourses27PrinciplesofAssuringOnlineCoursesQuality28OnlineCoursesEvaluationIndices30LearnerAchievement31LearnerPerceptionsandAttitudes(E-LearnerSatisfaction)31LearningContractsinSelf-DirectedLearning36CHAPTERTHREE:METHODOLOGY38Participants38Instruments42IntroductiontotheEngSitePlatform47IntroductiontotheThreeDistanceCourses56Procedure57DataCollection61DataAnalysis62CHAPTERFOUR:RESULTSANDDISCUSSIONS67TheResultsofthePilot-Tests67TheResultsoftheLMSEvaluationForm67SummaryandDiscussion-QuestionOne71TheResultsoftheCorrelationbetweenStudents’DistanceLearningSuitabilityandTheirFinalGrade77SummaryandDiscussion-QuestionTwo78TeachingandLearningDistanceLanguageCoursesviaEngSite82SummaryandDiscussion-QuestionThree93TheResultsoftheDistanceLearningSatisfactionQuestionnaire102SummaryandDiscussion-QuestionFour116CHAPTERFIVE:CONCLUSIONANDSUGGESTIONS129PedagogicalImplications129LimitationsandSuggestionsforFutureStudies136REFERENCES138APPENDICES151AppendixA:LMSEvaluationForm(Chineseversion)151LMSEvaluationForm(Englishversion)156AppendixB:DistanceLearningSuitabilityInventory(ChineseVersion161DistanceLearningSuitabilityInventory(EnglishVersion)164AppendixC:DistanceLearningSatisfactionQuestionnaire(Chineseversion)167DistanceLearningSatisfactionQuestionnaire(Englishversion)171AppendixD:InterviewQuestions(EnglishandChineseversion)175AppendixE:InterviewTranscriptsofNineIntervieweesonTeachingandLearningviaEngSite177AppendixF:Participants'ResponsestotheOpen-EndedQuestionsintheDistanceLearningSatisfactionQuestionnaire198AppendixG:LetterofPermissionfromRichardWyles200AppendixH:LetterofPermissionfromCommonwealthofLearning201AppendixI:LetterofPermissionfromYakimaValleyCommunityCollege203 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