| Summary: | 碩士 === 大葉大學 === 人力資源暨公共關係學系 === 105 === Abstract
Time has changed, so the relationship between teachers and
students gradually changed from “relative relationship” into “absolute
relationship”; therefore, teacher-student relationship becomes
multi-directional conversation network. Good teacher-student
relationship is helpful to promote students’ learning motivation, which
is a key factor to enhance learning achievement. With the popularity of
multimedia, like smartphones, community medium becomes a very
important communicative tool among teenagers. Whether teachers can
make use of community medium to communicate and interact with
students is a crucial issue nowadays. Hence, the purpose of this study is
to investigate the relationship among the following three variables:
teacher-student interaction, students’ learning motivation and students’
learning performance. This study proposed four hypotheses: (1) The
higher motivation the students kept, the better learning performance
they acted, (2) The higher motivation students kept, the more
frequently they interacted with teachers via Facebook, (3) The higher
frequently students interacted with teachers via Facebook, the better
learning performance they behaved, (4) The interaction between
teachers and students mediated students’ learning motivation and
performance. This research adopted survey method to test hypotheses.
Through the internet questionnaire survey and hierarchical regression
analysis, these four hypotheses were all supported. Therefore, the
v
results suggested that teachers must improve the speed of Facebook
reply. The rapidity of Facebook reply is a key point to build good
relationship between teachers and students. Also, Facebook needs to be
equipped with multiple information, such as text, pictures, and videos
and so on. Interactive content must keep pace with the times.
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