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中文論文名稱 低成就大學生在遠距課程中的自我效能和自我調節之研究
英文論文名稱 An Investigation of Low-Achieving College Students' Self-Efficacy and Self-Regulation-A Case Study of a Distance Learning Course
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 104
學期 1
出版年 105
研究生中文姓名 陳家瑜
研究生英文姓名 Chia-Yu Chen
學號 697110632
學位類別 碩士
語文別 英文
口試日期 2016-01-19
論文頁數 103頁
口試委員 指導教授-王藹玲
委員-林怡弟
委員-蔡麗娟
中文關鍵字 遠距課程  自我效能  自我調節  英語低成就學生  討論區 
英文關鍵字 Distance Courses  Self-Efficacy  Self-Regulation  Low-Achievers of English Proficiency  Discussion Board 
學科別分類 學科別人文學語言文學
中文摘要 本研究目的在探討英文低成就大學生在遠距教學中的自我效能以及自我調節能力。遠距教學在近年來變得流行因為它沒有時間和地點的限制的優勢。本研究參與者為兩百八十二名英文低成就大學生,因為他們沒有通過畢業門檻的英文測驗。他們修這堂課的主要目的是為了畢業。然而,在許多先前的研究中指出自我效能以及自我調節能力會影響學生的學習。因此,透過質和量的研究資料,本研究將探討學生自我效能以及自我調節能力的特色。
本研究的課程中,老師和學生透過Moodle平台,進行為期十八週的線上課程。在量性的研究資料來自於學生的問卷,質性的研究來自於開放性問題的蒐集。
研究結果發現,在遠距課程中,大學生的自我效能以及自我調節能力偏高。他們在遠距課程中的高自我效能特色包含:心理狀態的改善與獲得來自於老師和助教們鼓勵得來的自信。而且,他們有很多信心來自於他們知道同儕和他們的英文能力都是偏低的。而且,他們的高自我效能也因為先前有遠距教學課程的成功修課經驗。至於大學生高自我調節的特色包含三個因素:學生的企圖心,討論區,以及作業。他們有超越自己和同儕英文能力的企圖心。他們也指出,討論區的存在讓他們的孤立感減少。他們也非常珍惜在討論區上和老師、助教,以及同儕的互動。除此之外,因為嚴格的作業繳交期限以及要求,大學生在遠距課程中的自我調節增加。此研究目的在於提供老師在未來遠距教學課程中,可以更了解學生的自我效能以及自我調節的特色。
英文摘要 This study aims to investigate college students’ self-efficacy and self-regulation in distance courses. Distance courses have become more and more popular recently with the advantage of no time constraint. The 282 participants of the present study were low-achievers in English proficiency since they did not reach the threshold of English proficiency required to graduate. Their main goal of taking the distance course is to graduate. Previous studies showed that self-efficacy and self-regulation may influence students’ learning. The present study investigated college students’ characteristics of self-efficacy and self-regulation, using both quantitative and qualitative research methods.
In the study, the instructor and the students were in the 18-week distance course through the Moodle platform. The quantitative data came from students’ questionnaires and the qualitative data came from the open-ended questions.
The result showed that college students tended to have high self-efficacy and high self-regulation in distance courses. The characteristics of students’ high self-efficacy in the distance course include psychological states improvement, and gaining confidence from their instructor’s and assistants’ encouragement. Moreover, students felt more confident since they knew that peers’ English proficiency was as low as theirs. Also, students show high self-efficacy in the distance course because of their previous successful learning experiences through distance course. On the other hand, college students’ characteristics of high self-regulation came from three different sources: students’ ambition, discussion board, and assignments. Students had ambition to outperform themselves and peers’ English proficiency. They also indicated that their feeling of being isolated decreased with the participation on the discussion board. They valued the interaction with their peers and instructor on the discussion board. Moreover, college students’ self-regulation in the distance environment was high because of the strict deadline and requirement of assignments. This study may provide teachers characteristics of college students’ self-efficacy and self-regulation for future distance courses.
論文目次 TABLE OF CONTENTS
CHINESE ABSTRACT I
ABSTRACT II
TABLE OF CONTENTS IV
LIST OF TABLES VIII
LIST OF FIGURES IX
LIST OF APPENDICES X
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Statement of the Problem 3
Purpose of the Study 5
Research Questions 6
Significance of the Study 6
CHAPTER TWO LITERATURE REVIEW 8
Distance Course 8
The Definition of Distance Course 8
The Benefits and Drawbacks of Distance Course 9
Synchronous and Asynchronous Interaction 14
Self-Efficacy 19
The Definition of Self-Efficacy 19
Bandura’s Four Domains of Self-Efficacy 20
Previous Research on Self-Efficacy 22
Self-Regulation 25
CHAPTER THREE METHODOLOGY 36
Participants 36
Instruments 37
Questionnaires 37
Settings 38
Moodle 38
Course 39
Procedure 40
Questionnaire for Students 42
Data Analysis 43
CHAPTER FOUR RESULTS 44
Research Question One 44
The Result of Quantitative Data Analysis of Self-Efficacy 44
The Result of Qualitative Data Analysis of Self-Efficacy 46
Less Peer Pressure in Distance Courses 46
More Personal Learning Pace 48
No Need to Rush to the Next Class 52
Confidence from Instructor’s and Assistants’ Encouragement 52
Confidence from Peers’ Encouragement 54
Confidence Because Peers Have Similar English Proficiency 55
Previous Successful Learning Experiences through Distance Learning 56
Research Question Two 57
The Result of Quantitative Data Analysis of Self-Regulation 57
The Result of Qualitative Data Analysis of Self-Regulation 59
The Ambition to Outperform Oneself 60
The Ambition to Outperform Peers’ English Proficiency 61
Feeling of Not Being Isolated On the Discussion Board 63
Peers’ Active Participation on the Discussion Board 65
Ability to Answer Peers’ Questions on the Discussion Board 66
Instructor’s Positive Feedback on the Discussion Board 66
Assistants’ Conscientious Correction on Assignments 67
Strict Deadline for Turning in Assignments 68
CHAPTER FIVE DISCUSSIONS, CONCLUSION AND IMPLICATIONS 71
Discussions and Conclusion 71
Students Expect to Achieve Different Goals 71
Assistants’ Correction to Students’ Assignments is Important 73
Students Learned How to Manage Their Time 74
Students Were Dependent on the Discussion Board 75
Students Showed Ambition to Increase English Proficiency 76
Students Tended to Conform to Their Peers 78
Instructor’s Feedback Is Valued by Students 79
Pedagogical Implications 80
Limitations of the Study and Recommendation for Future Research 83
CHAPTER SIX CONCLUSION 85
Conclusion 85
REFERENCES 87
APPENDICES 98

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