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系統識別號 U0026-1906201918192100
論文名稱(中文) 探討MOOC平台學習者的學習動機對學習成效之影響: 以自我調整學習理論為基礎
論文名稱(英文) Exploring the Effects of MOOC Learners' Motivations on Learning Effectiveness: Based on Self-regulated Learning Theory
校院名稱 成功大學
系所名稱(中) 資訊管理研究所
系所名稱(英) Institute of Information Management
學年度 107
學期 2
出版年 108
研究生(中文) 陳威宇
研究生(英文) Wei-Yu Chen
學號 R76061061
學位類別 碩士
語文別 中文
論文頁數 109頁
口試委員 指導教授-王維聰
口試委員-周斯畏
口試委員-林彣珊
中文關鍵字 MOOC  自我調整學習理論  學習動機  學習成效  再購意願 
英文關鍵字 MOOC  Self-regulated Learning Theory  Learning Motivation  Learning Effectiveness  Repurchase Intention 
學科別分類
中文摘要 近年來大規模開放線上課堂 (Massive Open Online Course, MOOC) 的興起,使人們能方便地透過網路來學習線上課程,然而,MOOC本身的便利性,卻也造成「高註冊率,低完課率」的現象,加上缺乏學分壓力、中輟不會得到懲罰、證書的獎勵性質大於實用性質等因素,讓無法高度自律的學習者很難堅持完成課程,而許多研究也顯示自我調整學習能力對學習持續性或學習成效有正向的影響,但多數研究對於自我調整學習策略的分類意見分歧,沒有一致性的策略歸納,這對於未來面對更多元的學習變化與挑戰,缺乏成熟且有效的自我調整學習運作機制,來作為學習者的參考。而另一方面,學習者往往無法有效地轉化為MOOC平台之消費者,也鮮少有研究關心MOOC證書在社會的通用性與價值認可。因此,本研究欲探討MOOC學習者的自我調整學習歷程對於學習成效之影響,並透過有學習者體驗後之認知角度,觀察影響其再次使用的購買意願程度。
本研究以問卷調查法為研究方法,針對使用過Coursera、edX為主的MOOC平台資訊科技課程之學習者,作為問卷發放對象,總共回收 361 份有效問卷,再利用結構方程模式進行資料分析。根據研究結果顯示,學習動機對再次使用購買意願並無顯著影響,但對後設認知策略、資源管理策略、認知有用性皆有正向的顯著關係,而兩種自我調整學習策略會進而促進學習成效,另外,學習成效與認知有用性對再次使用購買意願也具有正向的顯著關係。本研究發現若要提升MOOC學習者的學習成效,必須改善學習動機與自我調整學習策略,而要增加再次使用的購買意願,則必須提升課程有用性、改善學習歷程的體驗,使學習意願提升,進而有較好的學習成效,並影響再次使用的購買意願。
英文摘要 The rise of Massive Open Online Course (MOOC) in recent years provides users with varieties of online courses through the Internet. However, for learners who are inadequately self-disciplined, the convenience of MOOC, instead, results in the phenomenon of high enrollment rates with low completion rates due to lacking of pressures or punishments in terms of the structures. Despite the fact that several studies revealed that self-regulated learning strategies have positive impacts on the learning effectiveness, many of which have divergent arguments on the sorts of self-regulated learning strategies. In addition, there are few research focus on the values of MOOC certificates recognized in the society. Therefore, this research aims to investigate the impact of self-regulated learning process of MOOC learners on the learning effectiveness, and to observe the influence on the repurchase intention through the perceived usefulness of leaners.
The study adopted a survey research approach for data collection and targeted on learners who had learned an information technology course on Coursera, edX or other MOOC platforms. A total of 361 valid questionnaires were collected using structural equation modeling (SEM) to validate the model and hypotheses. The results show that learning motivation has nonsignificant effects on the repurchase intention, while positive effects on metacognitive strategies, resource management strategies, and perceived usefulness are observed; meanwhile, self-regulated learning strategies can further improve learning effectiveness. Moreover, learning effectiveness and perceived usefulness have positive effects on repurchase intention significantly. The results revealed that learners must improve learning motivation and self-regulated learning strategies in order to raise the learning effectiveness. Also, for raising repurchase intention, MOOC platforms must promote course usefulness and advance the experience of learning process to achieve better learning effectiveness and finally affect repurchase intention.
論文目次 摘要 I
ABSTRACT II
誌謝 VI
表目錄 X
圖目錄 XI
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第三節 研究範圍與限制 4
第四節 研究流程 5
第二章 文獻探討 6
第一節 自我調整學習理論 (SELF-REGULATED LEARNING THEORY) 6
2.1.1自我調整學習定義 6
2.1.2自我調整學習模型 7
2.1.3自我調整學習策略 14
2.1.4 自我調整學習策略的評估方式 17
第二節 大規模開放式線上課程 (MASSIVE OPEN ONLINE COURSES) 19
2.2.1 大規模開放式線上課程的定義 19
2.2.1 COURSERA平台與課程的介紹 20
第三節 學習動機 (LEARNING MOTIVATION) 28
2.3.1 學習動機的定義 28
2.3.2 學習動機的評估方式 29
第四節 學習成效 (LEARNING EFFECTIVENESS) 30
2.4.1 學習成效的定義 30
2.4.2 學習成效的評估方式 31
第五節 認知有用性 (PERCEIVED USEFULNESS) 34
第六節 再購意願 (REPURCHASE INTENTION) 35
第七節 小結 35
第三章 研究方法 38
第一節 研究假說與衡量構面 38
3.1.1 學習動機與自我調整學習策略 38
3.1.2 自我調整學習策略與學習成效 39
3.1.3 學習動機與認知有用性 40
3.1.4 學習動機與再購意願 41
3.1.5 學習成效與再購意願 41
3.1.6 認知有用性與再購意願 42
第二節 研究架構 43
第三節 問卷設計 44
3.3.1 學習動機 44
3.3.2 自我調整學習策略 46
3.3.3 學習成效 48
3.3.4 認知有用性 49
3.3.5 再購意願 50
第四節 前測與資料分析 50
3.4.1 前測 50
3.4.2 資料蒐集 56
第五節 資料分析方法 57
第四章 資料分析與結果 60
第一節 敘述性統計分析 60
4.1.1 問卷回收狀況 60
4.1.2 資料基本敘述性統計 61
4.1.3 研究變項敘述性統計 63
4.1.4 研究變項常態性檢定 63
第二節 信度分析 67
第三節 結構方程式衡量模型 71
4.3.1 收斂效度 71
4.3.2 區別效度 74
4.3.3 共線性檢定 78
第四節 結構方程式結構模型 79
4.4.1 路徑分析 79
第五節 研究發現 81
第五章 結論 84
第一節 學術貢獻 84
第二節 實務貢獻 85
第三節 研究限制與未來研究方向 86
參考文獻 88
附錄 A、前測問卷 96
附錄 B、正式問卷 103
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