• 作者： 黃武元；王錦裕
• 作者服務機構： 國立中央大學網路學習科技研究所；國立高雄師範大學資訊教育研究所
• 中文摘要： 本研究旨在探討非同步學習的時間型態，及其與學習成就之間的潛在關係，以提供改善非同步學習環境、增進學生學習成效之參考。為達研究之目的，首先在全部樣本學生的線上閱讀時間分佈圖內，歸納出鮮少投入型、臨時抱佛腳型、後繼乏力型、時間規劃型等四種非同步學習的時間型態；並將研究分析所得資料，經平均數、標準差、百分比及獨立樣本T考驗等統計方法加以處理後，獲得二項結論：（1）在非同步遠距學習環境中，以時間規劃型的持之以恆閱讀方式最為適合，且能獲得較佳的學習成就（2）在互動過程中，時間規劃型的樣本學生時常表現出積極的一面；此類型最常扮演問題提出者、協助者的角色。後繼乏力型的樣本學生則時常表達其挫折、無力感，偶而會批評抱怨；此類型最常扮演悲觀者、抱怨者或批評者的角色。鮮少投入型在尋找學習伙伴上較積極，偶而會利用互動機制尋求解答；而臨時抱佛腳型的樣本學生則很少與老師及同儕互動。
• 英文摘要： Asynchronous learning time styles and their outcomes were investigated in this paper. First, based on analyzing the distributionlearning time, four kinds of asynchronous learning styles were identified. They are the dedication-less, the perseverance-less, the crammer and the step-by-step styles. Second, the interactions among students and instructors were analyzed. Finally, two conclusions were obtained after the use of statistical and analytical methods. (1) The step-by-step students obtained the highest achievement during the asynchronous learning processes. (2) In the interactive activities the step-by-step students often presented positive behavior, i.e., they often played the roles of "question presenter" or "assistant"; the perseverance-less students often expressed their frustration or helplessness and sometimes complained, i.e., they often played the roles of "pessimist", "whiner", or "criticizer"; the dedication-less students engaged in finding their partner and sometimes proposed questions to get answers; the crammer students seldom or never interacted with others.
• 中文關鍵字： 非同步遠距教學；非同步學習時間型態；時間分佈；學習成就
• 英文關鍵字： Asynchronous Distance Learning, Asynchronous Learning Style, Time Distribution, Achievements