This study focuses on the quality of repetitive and remedy e-learning

• Main Authors: hUANG yAN-kUANG, 黃炎光
• Other Authors: 謝德鑫
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/51070957476987045893

碩士 === 高苑科技大學 === 經營管理研究所 === 97 === An effective quality measurement for e-learning receives no attention in the studies of remedy education. The current SERVQUAL scales do not focus mainly on the traditional remedy education and information system, and therefore need to be re-adjusted and validated. However, to understand the learning quality of e-learning on remedy educkion, it is necessary to establish a learning quality index to measure the “e-Learning for Repetitive and Remedy Education of Mathematics” of SS High School based on the PZB service quality model. This study explores into the difference between the students’ perception and expectation of the quality of the repetitive and remedy e-learning through a questionnaire and statistic analysis tool using background variables and learning style variables. Interview directions were compiled based on the result of the analysis and distributed to mathematics teachers, who later on conducted qualitative interviews regarding repetitive and remedy e-learning of mathematics to understand the quality problems and current difficulties for e-learning. Finally, viable actions for improvements and adjustments are proposed. This study focuses on the quality of repetitive and remedy e-learning, and the evaluation index comprises 34 questions in five constructs, which are tangibility, reliability, responsiveness, assurance, and empathy. From the aspect of the gaps of e-learning quality (GAP5), the students taking repetitive or remedy classes in SS High School value more the responsiveness and tangibility in terms of expectation, and are least satisfied with assurance and empathy in terms of perception. According to the learning quality with acceptable reliability and validity developed by the study, the level of perception is significantly lower than the level of expectation toward the quality of repetitive and remedy e-learning. Therefore, the learning quality of repetitive and remedy e-learning provided by the case subject still has a margin for improvement and adjustment.