No description available.

This research regards internet users with hearing-impairment as the target. The purpose is to investigate the factors which will influence hearing-impaired people use internet. This research is theoretically based on the Technology Acceptance Model (TAM). According to the literatures, join subject norm, media richness, internet self-efficacy and perceived enjoyment. A total of 255 effective samples were collected via internet questionnaire. Through the survey and analysis, we could prove that subject norm, perceived usefulness and perceived ease of use will influence the behavioral intention directly. Subject norm, media richness, perceived enjoyment and perceived ease of use will influence the perceived usefulness directly. And media richness, internet self-efficacy and perceived enjoyment will influence the perceived ease of use. According to the findings of research, there are the following suggestions. (1) Hearing-impaired communities should offer information courses of computer and internet. (2)The government should offer more services through internet, and social welfare organizations should update information as instant as possible. (3)Implement the execution of the regulations of web accessibility.

Online learning research is largely devoted to comparisons of the learning gains between face-to-face and distance students. While student learning is important, comparatively little is known about student satisfaction when engaged in online learning and what contributes to or promotes student satisfaction. Emerging research suggests there are a few strong predictors of student satisfaction, and other predictors that may or may not predict student satisfaction. None of the existing research examines predictors together, or statistically controls for course differences. This study examines the influence of various factors on student satisfaction including three types of interaction, Internet self-efficacy, and self-regulated learning. Participants (N = 180) include both undergraduate and graduate students attending exclusively online classes in education. Students responded to an online survey adapted from several different scales. A pilot test of the survey and procedures showed strong validity and reliability for the sample. To control for course differences, data analysis focused on a hierarchical linear model (HLM) with student and class level variables. Results indicate learner-instructor interaction and learner-content interaction are significant predictors of student satisfaction when class-level variables are excluded. Of the class-level predictors, only the program from which the course was offered moderates the effect of learner-content interaction on student satisfaction. There is no direct impact of class-level predictors on student satisfaction. Learner-content interaction is the sole significant predictor when class-level predictors are added to the model. Supporting analyses for the HLM, results, limitations, and significance of the findings are reported and discussed.

Title from first page of PDF document. Includes bibliographical references (p. 35-39).

本研究成果冀望對於減輕圖書教師或館員在圖書館利用教育實施上的負擔，以發展結合網路學習讓學習者自學的有效圖書館利用教育模式。據此本研究探討發展之「合作式網路探究圖書館利用教育模式」對於學習者的學習成效、網路態度、科技接受度及學習滿意度，是否優於目前普遍被採用的「網路式圖書館利用教育模式」。此外，本研究亦探討場地獨立型與場地相依型不同認知風格及高低網路自我效能學習者利用「合作式網路探究圖書館利用教育模式」進行圖書館利用教育學習，在提升學習成效、網路態度、科技接受度及學習滿意度上是否與「網路式圖書館利用教育模式」具有顯著的差異，希望據此探討這兩個背景變項對於「合作式網路探究圖書館利用教育模式」輔以圖書館利用教育實施的影響。 本研究採用準實驗研究法，隨機選取新北市某公立小學六年級二個班為研究對象，一班為實驗組，共有30人，採用「合作式網路探究圖書館利用教育模式」學習模式；一班為控制組，共有31人，採用「網路式圖書館利用教育模式」學習模式，在90分鐘共二堂課時間內，分別實施不同模式之圖書館利用教育課程。 實驗結果顯示利用「合作式網路探究圖書館利用教育模式」進行學習的實驗組學習者，在學習成效及網路態度上皆顯著優於採用「網路式圖書館利用教育模式」的控制組學習者。在學習滿意度上兩組則無顯著差異。科技接受度的「認知有用性」上，實驗組學習者顯著優於控制組學習者；但是在科技接受度的「認知易用性」方面，兩組之間則無顯著差異。另外，本研究所發展的「合作式網路探究圖書館利用教育模式」對於場地相依型和網路自我效能較低的學習者的學習成效特別具有助益。但是「合作式網路探究圖書館利用教育模式」對於學習者的網路態度，並不會因不同個人認知風格與網路自我效能而有所差異。 / The research aims to explore the influences on students' learning effectiveness and internet attitude by using inquiry-based learning skills of Collaborative Web-based Inquiry Science Environment (CWISE) library instruction. Besides, it also find out the difference of learning effectiveness, internet attitude and learning satisfaction between field-independence and field-dependence cognitive styles, as well as high and low internet self-efficacy learners when using CWISE library instruction. The study would also help to reduce the burden on teachers or librarians and to provide self inquiry-based library instruction. The quasi-experimental design is used under the restriction of education environment. Two grade 6 classes of a public elementary school in New Taipei City are chosen randomly and devided into two groups. 30 students in experimental group is proceeded with CWISE library instruction, and 31 students in control group is proceeded with web-based library instruction. Both library instruction model are taken for 90 minutes in two periods. The results show that learning outcomes from CWISE group are better than traditional web-based instruction group in all aspects. In addition, the instruction of CWISE is benefit to learning outcomes for field-dependent cognitive style and low internet self- efficacy learners. However, the students' internet attitude isn't influenced by cognitive style and internet self-efficacy after CWISE library instruction.

No description available.