The Study of Blended Course Learning Satisfactions of the Civil Service in the Republic of China

• Main Authors: Meng, Fan-Tsung, 孟繁宗
• Other Authors: Huang Jen-Chieh Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/12133684506623431271

碩士 === 國立臺灣師範大學 === 政治學研究所在職進修碩士班 === 94 === National Taiwan Normal University Graduate Institute of Political Science The Study of Blended Course Learning Satisfactions of the Civil Service in the Republic of China Student: Meng Fan-Tsung Advisor: Huang Jen-Chieh Abstract： The purpose of this research is to evaluate the satisfactions of “Blended Course Learning of Civil Servants in the Republic of China”. In order to achieve the research purposes, a learning satisfaction questionnaire for Blended Course was established. The items of the questionnaire include not only“Individual Basic Information”, but also some scales for study tools such as “Questionnaire for Overall Satisfactions”, “Questionnaire for Computer Competence”, “Personality Traits” and so on. This research is targeted on 660 participants from 10 classes of 22 blended courses in 2005 at the Civil Service Development Institute. Totally 556 questionnaires were delivered, while 452 of which were returned with 53 invalid. As a result, the number of effective questionnaires is 399, and the effective returns-ratio is 71.76%. All the data were statistically analyzed via SPSS 10 to obtain these research conclusions, which will provide valuable information for the promotion and further study of the development of blended learning in the future. 8 major results found in this research are as follows: 1. The participants with different backgrounds existed no significant differences regarding to the issue of the“Designs of blended course learning in contributing to the achievement of the course goal”. 2. The population background variations partly significantly correlated to the computer attitudes of computer anxiety, computer confidence, computer usefulness, computer competence and on-line learning satisfactions, while no significantly correlated with the computer attitudes of computer liking and blended learning satisfactions. 3. Participants with internal control personality have more positive computer attitude. 4. Participants with positive computer attitude have higher satisfactions with on-line learning and blended learning. 5. Participants with internal control personality have better computer competence and higher satisfactions of blended learning; the participants with better computer competence also have higher satisfactions of blended learning. 6. The satisfaction of on-line learning or blended learning is influenced mainly by computer competence of participant. 7. The participants with different studying motives have no significant differences in on-line learning or blended learning. 8. Participants’ backgrounds and their studying motives have apparent reciprocation in on-line learning satisfactions. According to the study results and discussions, suggestions were proposed to the following issues, these include: training course participants (attendees), on-line course and man-machine interface, planning of blended course learning, related government departments as well as relevant research in the future.