A Need Assessment of Developing Student Services in Tamkang University

• Main Authors: Hsin-Ying Shen, 沈欣穎
• Other Authors: Hsin-Yih Shyu
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/00205604863413235843

碩士 === 淡江大學 === 教育科技學系碩士班 === 97 === The purpose of this study is to explore the needs of student services from online learners on Cyber campus at Tamkang University. From the perspectives of learners, the study analyzed a gap between current needs and expected needs of student services. 93 Subjects from the E-learning master’s program at Tamkang University, including “E-Learning Executive Master’s Program of Business Administration (EMBA) in Global Chinese Management” and “E-Learning Master’s Program of Educational technology”, were asked to fill up the questionnaire. There were 52 returned and the valid return rate was 55.91%. The reliability (Cronbach α) of the questionnaires was 0.97. The results of the research were summarized as follows: 1、The professional online student services provided by Cyber campus should have five dimensions, including administrative core, communications suite, academic services suite, personal services suite and student communities suite. 2、All dimensions of student services at Tamkang University’s Cyber campus were regarded necessary. Among 5 dimensions, the ranking priorities were (1) communications suite, (2) administrative core, (3) academic services suite, (4) personal services suite, and (5) student communities suite. Among 22 items, the top 5 were ranked as (1) online classroom (communications suite), (2) e-tutor counseling (communications suite), (3) library (academic services suite), (4) teaching resources (academic services suite), and (5) technical support (academic services suite) 3、Based on overall needs of online student services on Cyber campus, the ranking were (1) academic services suite, (2) administrative core, (3) communications suite, (4) student communities suite, and (5) personal services suite. Among 5 dimensions, the dimensions were prioritized as academic services suite, administrative core, and communications suite. The dimensions needed to improve were student communities suite and personal services suite. 4、Based on overall importance of online student services on Cyber campus, the ranking were (1) academic services suite, (2) administrative core, (3) communications suite, (4) student communities suite, and (5) personal services suite. Among 5 dimensions, the dimensions were prioritized as academic services suite and administrative core. The dimensions needed to improve were communications suite,, student communities suite, and personal services suite. 5、Online learners should be provided for Cyber campus student services to meet the needs and importance. The correlation between the level of needs and importance showed significantly positive result. 6、Communications suite was the primary needs of current online student services at Tamkang University. Administrative core was the most needed on excepted student services in the future. Among the items, the online student services at Tamkang University didn’t provide student records, student accounts, retention services, developmental services, and academic advising. Besides, Cyber campus only provided a few services on disability services. Based on the result of the research, the suggestions to the revelnt department of Cyber campus were followed as: 1.From the perspective of student services’ content, all dimensions of student services at Tamkang University’s Cyber campus were regarded necessary, so relevant departments in charge of student affairs and services should make the plan in the future. 2.From the perspective of student services’ framework, the relevant departments in charge of student affairs and services should integrate the entrance to Cyber campus, and provide the web portal with single sign-on service to learners. 3.From the perspective of student services’ object, the services provided by relevant departments should focus on the principles of learner-centered as well as service-centered.