數位教材品質認證與滿意度及學習成效之探討

Abstract

現今國際間已有許多機構實施數位學習的品質認證服務，以提高數位學習品質。然而，教材是否有通過認證程序對學習者的影響，仍缺乏實證研究。因此，本研究目的為探討經由數位教材品質認證程序修改後的數位教材，相較於原始版本，學習者在使用上的滿意度、品質感受及學習成效方面的差異。 本研究採用「績效管理(入門心法篇)」數位教材進行實驗，並以73位一般學習者、10位有數位學習背景的學習者為研究對象。研究結果發現：一、一般學習者對於修改版教材有較高的課程滿意度；二、有數位學習背景的學習者對於修改版教材有較高的課程滿意度和學習成效滿意度；三、一般學習者察覺到修改版教材在「內容組織與完整」、「教學方法」兩個面向優於原始版；四、有數位學習背景的學習者察覺到修改版教材在「內容組織與完整」、「教學方法」、「練習與形成性評量」、「一致性」，四個面向優於原始版；五、不同版本教材對於一般學習者的學習成效沒有顯著差異。

There are many institutions provide the E-Learning certification services to improve E-Learning quality. However, effects of E-Learning certification process on learners still lack for empirical research. The purpose of this research is to investigate learner’s satisfaction, quality awareness and learning performance on the E-Learning courseware which evaluated by e-Learning Courseware Quality Checklist. This research used the E-Learning courseware, “Performance Management”, to implement experiments. The participants included 73 general learners and 10 learners who have background knowledge in E-Learning. The results showed that (1) general learners have higher courseware satisfaction of the modified version; (2) learners who have background knowledge in E-Learning have higher courseware satisfaction and learning performance satisfaction of the modified version; (3) general learners perceived that the “Organization& completeness” and “Instructional methods” aspects of the modified version are better than the original version; (4) learners who have background knowledge in E-Learning perceived that the “Organization & completeness”, “Instructional methods”, “Practice & formative evaluation” and “Congruence” aspects of the modified version are better than the original version; (5) There’s no significant difference on learning performance between the two versions.