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    Title: 以適性結構行動理論分析高等教育導入網路遠距教學系統之研究 : 以個案大學為例
    Other Titles: Analyzing web-based distance instruction in higher educational system employing adaptive structuration theory : a case study
    Authors: 陳正萍;Chen, Zheng-ping
    Contributors: 淡江大學教育科技學系碩士班
    王健華;Wang, Chian-hua;施如齡;Shih, Ju-ling
    Keywords: 遠距教學;組織變革;適性結構行動理論;網路化學習;Distance education;Adaptive Structuration Theory;web-based learning;system change
    Date: 2005
    Issue Date: 2010-01-11 00:24:12 (UTC+8)
    Abstract: 本研究主要目的在探討高等教育導入網路遠距教學系統過程中,資訊科技對組織以及人員 (教師、學生、行政人員) 所產生的影響,並探討導入過程中組織所產生的新運作法則,以及新科技的引進如何使學校產生預期或非預期的組織結構改變。研究方法採用單一個案多重分析單元的個案研究,以適性結構理論為藍本,建立「網路遠距教學適性結構行動模型」,並以此發展研究假設,探討個案大學導入遠距教學系統的過程中,因作業方式及作業流程等的改變情形,並以實例驗證該模型的適用性。
    研究以質與量並行的方式進行,針對學生進行問卷調查並進行統計分析,針對教師以及遠距教學相關行政人員進行深度訪談,並針對相關文件進行檢視。研究結果發現:
    1. 網路遠距教學系統結構特性與設計理念的不同會影響網路遠距教學相關組織與人員的互動。
    2. 學校的支持態度、管理模式以及教學策略與方法的運用會影響網路遠距教學系統的應用方式。
    3. 網路遠距教學的實施,使得遠距系統、教學任務、以及組織環境分別浮現出未預期的結構,網路遠距教學相關組織與人員互動關係因這些無法事先預期的產出而有所改變。
    4. 實施網路遠距教學所產生的新規則與資源,使得網路遠距教學相關組織與人員互動結構產生改變。
    5. 不同層次的系統採用,包括採用方法、採用程度、與採用意願,某種程度上會直接影響學習的過程,由此產出新的師生互動結構,再遞迴產出新的結構來源。
    6. 行政人員與教師的認知與經驗,以及其間之互動狀況,會影響網路遠距教學的實施。
    7. 個案大學在導入網路遠距教學系統的過程中組織與人員的不斷良性互動,已經對達成上述的目標產生正面的效果。
    本研究最後依研究結論對「網路遠距教學適性結構行動模型」作適當之修正,並提出後續研究的建議,包括「學生」的結構對組織與人員互動影響的進一步探討、結構來源中影響要素的進一步探討、網路遠距教學系統設計理念的進一步探討、以及網路遠距教學組織人員調適模型適用範圍的進一步探討。
    The purpose of this study is to discover the human interaction phases of organizational change while web-based distances instruction is adopted for higher education. Figures investigated in this study are instructors, administrators, and students who teach, manage, or study the web-based distance instruction. A case study on selected university is performed to carry out the investigation and answers for two major questions are revealed: 1. How does information technology affect the human interactions in higher education? 2. How does the appropriation of a new technology bring about the expected and unexpected changes on social structures?
    In order to best describe the factors that affect the appropriation of technology, the study employs an “Adaptive Structuration Model for Web-based Distance Instruction” model which is modified from the Adaptive Structuration Theory to develop research hypotheses. After documentary analyses, in-depth interviews on dministrators and instructors, and a questionnaire survey on students follows. There are seven major findings emerged in respect to the research hypotheses:
    1. Different structural features and goals of the system designs affected the structures of interactions in the organization,
    2. Level of organization’s supports, administrative models, and instructional strategies/methods affected the use of web-based distance instruction systems,
    3. Unexpected structures of interactions emerged in terms of the system, the instructional tasks, and environment,
    4. New rules and resources changed the structure of interactions,
    5. Different levels of appropriation, in terms of methods, scopes, and preferences, varied the process of learning,
    6. Knowledge, experience, and interaction between administrators and instructor affected the appropriation of web-based distance instruction, and
    7. During the appropriation process, circular and meaningful social interactions have resulted in positive visions on further development.
    According to above research findings, the Adaptive Structuration Model for Web-based Distance Instruction is revised to fit the real situation. The study also suggests that further investigations on “students” effects, impact factors for structural change, and the goals for system design, are necessary.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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