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    政大機構典藏 > 商學院 > 資訊管理學系 > 期刊論文 >  Item 140.119/78266
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/78266


    Title: A Flow Theory Perspective on Learner Motivation and Behavior in Distance Education
    Authors: Liao, Li-Fen
    廖莉芬
    Contributors: 資管系
    Date: 2006-05
    Issue Date: 2015-09-03 17:38:36 (UTC+8)
    Abstract: Motivating learners to continue to study and enjoy learning is one of the critical factors in distance education. Flow theory is a useful framework for studying the individual experience of learning through using computers. In this study, I examine students’ emotional and cognitive responses to distance learning systems by constructing two models to test the students’ flow states. The first model examines the cause and effect of the flow experience when students use distance learning systems. The second model considers the impact of three types of interaction on the flow experience. A questionnaire‐based field survey is used to test the two models. Data from 253 distance learning students are examined under each of the two models. The results from Model 1 indicate that flow theory works well in a distance learning environment. The results from Model 2 point out that learner–instructor and learner–interface have a positive relationship with flow experience, whereas learner–learner interaction has not shown a significant relationship with flow experience.
    Relation: Distance Education, 27(1), 45-62
    Data Type: article
    DOI 連結: http://dx.doi.org/10.1080/01587910600653215
    DOI: 10.1080/01587910600653215
    Appears in Collections:[資訊管理學系] 期刊論文

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