以互動性距離理論探討同步遠距教學之學習成效

• Main Authors: Chung, Chieh-Nan, 鍾杰男
• Other Authors: Nai-Shing Yen
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/74931793026097442436

碩士 === 國立政治大學 === 心理學研究所 === 91 === The learning performance of distance education has been studied for a long period of time. Most of the past studies just simply compared the effectiveness of different media and teaching styles or the learning performances of students in local and remote site. However, little empirical studies had been found to see the process underlying learning performance. As mentioned above, a framework of the process underlying learning performance in synchronous videoconferencing learning environment based on the theory of transactional distance (More, 1993) was developed in this research.239 subjects from four different universities involved in the current study. The result showed that, first, dialogue and program structure could successfully predict the degree of transactional distance. Second, the smaller the transactional distance was, the better the objective and subjective learning performance was. Third, learner autonomy could moderate the relation between the transactional distance and the subjective learning performance. When students’ learner autonomy were high, the smaller the transactional distance was, the better the subjective performance was. However, learner autonomy couldn’t moderate the relation between the transactional distance and the objective learning performance.