| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 98 === The development of information technology makes progress at a tremendous pace in the 21st century. Every kind of communication media expand fast. Especially the emergence of computers and the popularization of the Internet influence teachers, students and types of teaching unprecedentedly. The innovation of instructional facilities and technology also promotes instructional creation and the change of learning. According to the survey conducted by Taiwan Integrated Postsecondary Education Database, almost each university and college has online teaching or distance instructional systems. However, only about half of instructors use those related equipment. Obviously, the function of teaching technological facilities does not amplify. At the same time, according to evidence-based research we can know that in using teaching technology, the way instructors use in Taiwan universities is the same as what instructors use in foreign universities. There is room for further improvement. For achieving the goals of this research successfully, the researcher adopted the review of the literature to analyze the factors that affect university instructors’ way of applying instructional technology, obstruction, and predicament.
The study is mainly about the relationship among university instructors’ personal background variables, their experiences on technological application, their satisfaction toward institutional supports on administrative aspects and facility resources as well as factors of instructional technology. The tool adapted in this research is the Chart of Current Status and Influence Factors of University Instructors’ Application on Instruction Technology. The research subjects include 756 full-time instructors in 12 colleges of a private university in northern Taiwan. 142 chart surveys were collected, and the return rate is 18.8%. Data collected are analyzed by mean, standard deviation and ANOVA analysis. At mean time, 7 instructors selected by judgment sampling agreed to be interviewed, and the data collected through interview is used to supplement the findings of the research.
The findings of the research are as following.
1. Current status of instructors’ applying instructional technology
(1) When applying instructional technology, Power Point slides are used as the most common media by most of the instructors.
(2) A mix of instructional technology methodology (traditional face to face instruction in classroom integrated with internet assistance) is commonly used. And the adoption of simultaneous distance visual instruction and a fully electrified instruction are less than 10%.
(3) 95% of the instructors use e-learning platform, system or website. Among them, 90% of the instructors utilize e-learning platform, system or website for uploading their instructional agenda and teaching materials. However, only a few instructors adopt on-line test and simultaneous knowledge exchange and discussion platform.
2. The satisfaction rates toward institutional support are equivalent among instructors of different gender, position, seniority and age. All of them consider the institutional support on administrative aspects and facility resources does not form obstruction to their application of instructional technology. Yet, the satisfaction rate for professionalism of administrative personnel is higher in instructors of engineering institution than those of science institution.
3. The degree of applying instructional technology influence factors shows no significant difference among instructors of different gender, position, seniority, working institution and age.
4. After analyzing the surveys and conducting interviews with instructors in a private university in northern Taiwan, the obstructer factors on applying instructional technology among instructors of different gender, position, seniority, working institution and age are as follows.
(1) Though the hardware and software in the university are sound, the external factors such as facility, speed of internet transmission and rewarding system are not considered as obstruction of applying instructional technology.
(2) The obstruction for instructors in a private university in northern Taiwan include unsuitable instruction subjects, time consuming, doubts toward the outcome of integrating technology into instructing and instructors’ faith on teaching.
(3) The future obstructions for instructors in applying instructional technology are the learning outcome of the students and the application of teaching strategies.
Finally, we can conclude some influential factors for instructors to apply instruction technology: the grasp of instruction technology theory, the ability to integrate instruction technology and teaching, and the implement of instruction software. Hoping that it can provide some help for future promotion and development of digital learning and applying of instruction technology in universities in Taiwan.
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