本研究旨在探討跨校學程遠距教學電腦實作課程，導入學習五階段教學模式，探討是否可以有效提升學生的學習成效與學習動機，本研究主要以魏氏考驗法及逐步多元迴歸分析法進行分析，學習效果之影響是否有顯著差異存在。為降低因分隔的學習孤獨感和線上學習中輟，透過教學平台輔助教學活動之實施，活化課堂同儕互動，進而強化學習者的學習持續力，降低學習孤單感，增進師生同儕互動機制，營造虛擬班級經營氛圍。研究結果發現，學習五階段教學模式提升學生學習動機及學習成效的具有顯著效果，運用學習五階段學習更能提升學習成效，而學生對於線上學習抱持正面態度，認為可以提高學習上的興趣、成效及滿意度。遠距教學電腦實作課程富有挑戰性，教學過程師生能不斷學習互動，將更能集中遠端學生上課的注意力，增加課堂的活潑度，且對於跨領域之學習者為生手而言有一定授課難度，教師需同時扮演知識傳授者與學習情感支持者角色。 Based on a 5-stage, interactive model, this study explored computer laboratory courses as part of an intercollegiate distance learning program, and how learning results vary among groups. Participants in this study majored in different fields but invariably had distance learning experiences. The outcome of test for homogeneity indicates significant discrepancy in learning results between synchronous e-learning, and also between distance learning and computer lab settings. Intended to prevent learners from feeling isolated or dropping out, the invigorating interactive teaching method complemented with an e-learning platform proves the benefits in terms of peer engagement, timely feedback, cooperative learning and learning results in a virtual intercollegiate classroom setting.
