臺灣博碩士論文加值系統

中文摘要 i
ABSTRACT iii
ACKNOWLEDGEMENTS v
LIST OF TABLES ix
LIST OF FIGURES x
CHAPTER ONE INTRODUCTION 1
1.1 Background of the Study 1
1.2 The Statement of the Problem 4
1.3 Purpose of the Study 5
1.4 Research Questions 6
1.5 Significance of the Study 6
1.6 Definitions of Terms 7
CHAPTER TWO REVIEW OF THE LITERATURE 9
2.1 Online Self-regulated Learning (OSRL) 9
2.1.1 Fostering SRL in Higher Education 12
2.1.2 Time Management (TM) 12
2.1.3 Environment Structure (ES) 13
2.1.4 Help Seeking (HS) 14
2.1.5 Goal Setting (GS) 15
2.1.6 Task Strategies (TS) 16
2.1.7 Self-evaluation 17
2.2 Interaction with Others 18
2.2.1 Interaction between Student and Content (SC) 19
2.2.2 Interaction between Student and Teacher (ST) 20
2.2.3 Interaction between Student and Student (SS) 23
2.3 Self-efficacy 23
2.4 Video Learning 26
2.5 Actual Use 29
CHAPTER THREE METHODS 31
3.1 Research Framework 31
3.2 Research Hypotheses 32
3.3 Participants 33
3.4 Learning Content 34
3.5 Instrument 36
3.5.1 Video Selection 39
3.5.2 Evaluation Students’ Self-regulation 39
3.5.3 Evaluation Students’ Interaction 40
3.5.4 Assessing Students’ English Language Self-efficacy 40
3.5.5 Log Files 41
3.6 Procedures 41
3.6.1 Data Collection and Analysis 41
CHAPTER FOUR RESULTS 42
4.1 Validity and Reliability 42
4.1.1 Validity 42
4.1.2 Reliability 45
4.2 Interaction between two Departments 50
4.3 Relationship between Interaction and Self-efficacy 52
4.4 Self-regulation between two Groups 53
4.5 Relationship between Self-regulation and Self-efficacy 55
4.6 Relationship between Self-efficacy and Actual Use 57
CHAPTER FIVE DISCUSSION AND CONCLUSION 59
5.1 Discussion 59
5.1.1 Research Questions 59
5.1.2 Findings to Research Question 1 60
5.1.3 Findings to Research Question 2 63
5.1.4 Findings to Research Question 3 65
5.1.5 Findings to Research Question 4 67
5.1.6 Findings to Research Question 5 69
5.2 Practical Implications 71
5.3 Limitations 73
5.4 Conclusion 73
REFERENCES 75
APPENDICES 91

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