成人持續參與線上遠距課程之學習歷程研究
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2022
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Abstract
本研究採質性研究，旨在探討成人持續參與線上遠距課程之學習歷程，以臺北市市中心的普通綜合大學其進修推廣學院非學分推廣班之線上語言課程之學員為研究對象，便利取樣訪問8位成人學習者，採用半結構式深度訪談法瞭解成人學習者的持續參與數位學習的學習動機、學習策略及學習成效。綜整歸納研究結果：一、成人學習者持續參與線上課程之動機誘因可分為內在個人動機及外在環境因素。二、學習策略部分，成人學習者會利用線上課程的特性，建立各式的學習策略以使得自身的線上學習歷程得以持續不中斷。三、學習成效部分，成人學習者對於線上學習的接受度逐漸增加，但仍希望有實體活動以增加社交機會；成人學習者透過線上學習仍可以有效達成學習目標，得以將所學實際運用於生活、職場及拓展職涯。依據上述之研究結論，對於教育機構建議可開發同時實體及線上的混成課程、辦理實體活動增加學習者黏著度及提供教學者更多的線上教學輔助；對於成人學習者建議積極參與線上課程的各個環節，可增加體驗及從他人的經驗中學習，並多加利用線上學習方式以利持續終身學習。
This study has utilized qualitative research methodology to investigate the learning process of adults who participate continuously in online remote courses. Students enrolled in non-credit online language courses at a comprehensive university in the heart of Taipei City were the research subject of the study. This study has conducted semi-structured, in-depth interviews with eight adult learners to understand their learning motivation, learning strategies, and the learning effects of their continuing participation in digital learning. The research findings have been summarized as follows: 1. Internal personal motivations and external environmental elements can be categorized as the incentive motives for adult learners to consistently participate in online courses. 2. Regarding learning strategies, adult learners will utilize the characteristics of online courses to develop a variety of learning strategies to ensure that their online learning process continues uninterrupted. 3. Regarding learning outcomeeffectiveness, adult learners can still achieve their learning goals through online learning and apply what they've learned to their daily lives, workplaces, and career development. Based on the aforementioned research findings, it is suggested that educational institutions construct a hybrid course that combines physical and online courses concurrently, host real activity to boost learner retention, and offer teachers with additional online teaching support. It is recommended that adult learners actively participate in a variety of online courses that can help them get more experience, learn from the expertise of others, and make greater use of online learning methods to enhance lifelong learning.
This study has utilized qualitative research methodology to investigate the learning process of adults who participate continuously in online remote courses. Students enrolled in non-credit online language courses at a comprehensive university in the heart of Taipei City were the research subject of the study. This study has conducted semi-structured, in-depth interviews with eight adult learners to understand their learning motivation, learning strategies, and the learning effects of their continuing participation in digital learning. The research findings have been summarized as follows: 1. Internal personal motivations and external environmental elements can be categorized as the incentive motives for adult learners to consistently participate in online courses. 2. Regarding learning strategies, adult learners will utilize the characteristics of online courses to develop a variety of learning strategies to ensure that their online learning process continues uninterrupted. 3. Regarding learning outcomeeffectiveness, adult learners can still achieve their learning goals through online learning and apply what they've learned to their daily lives, workplaces, and career development. Based on the aforementioned research findings, it is suggested that educational institutions construct a hybrid course that combines physical and online courses concurrently, host real activity to boost learner retention, and offer teachers with additional online teaching support. It is recommended that adult learners actively participate in a variety of online courses that can help them get more experience, learn from the expertise of others, and make greater use of online learning methods to enhance lifelong learning.
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線上語言課程, 學習動機, 學習策略, 學習成效, 社會認知理論, online language courses, learning motivation, learning strategies, learning outcome\effectiveness, social cognitive theory