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系統識別號 U0026-2208201615245100
論文名稱(中文) 以成人學習理論與媒體同步理論探究成人自我學習之成效
論文名稱(英文) The Determinant of Adult Self E-Learning Effectiveness: The Perspective of Andragogy and Media Synchronicity Theory
校院名稱 成功大學
系所名稱(中) 企業管理學系
系所名稱(英) Department of Business Administration
學年度 104
學期 2
出版年 105
研究生(中文) 張丞甫
研究生(英文) Cheng-Fu Chang
學號 R46035022
學位類別 碩士
語文別 英文
論文頁數 110頁
口試委員 指導教授-張心馨
口試委員-謝佩璇
口試委員-陳素雯
口試委員-陳淑惠
口試委員-王馨葦
中文關鍵字 線上成人學習理論  媒體同步理論  心理需求  自我線上學習成效 
英文關鍵字 Andragogy  media synchronicity theory  psychological needs  self e-learning effectiveness 
學科別分類
中文摘要 隨著網路普及化,線上學習(E-learning)儼然成為新的學習模式,其學習方式並非如傳統學習者需在固定的教室,必須由講師實際授課的環境下才能進行。線上學習最大的優勢是不受空間及時間的限制,只要在有網路的環境下就可進行,但行政院在2014年的報告指出,目前台灣人口有進行過線上學習僅接近三分之一的人口,而如何使線上學習系統生活化與提升學習者使用之意願與成效乃是推行自主學習理念之重要課題。因此,本研究結合成人學習理論(Andragogy)與媒體同步理論(Media Synchronicity Theory)探討成人學習者特性,以及心理需求是否會對成人學習成效產生影響。研究對象以具有使用線上學習系統經驗之成年人,總共回收454份有效問卷,以結構方程式(Structural Equation Model)分析,統計結果顯示成人學習準備度對感知自主性具有正向影響,成人學習取向對感知能力亦顯現正向效果。成人學習動機對感知自主性、感知能力及感知相關性皆具正向顯著的影響,此三項感知變數則對線上學習使用也都有正向顯著效果,進而影響自我線上學習效能。媒體同步對在線上學習採納及自我線上學習效能也具有調節效果。本研究建議業者在建立自己的線上學習系統與設計課程時,除需考量成人學習者的特性外,同時也必須滿足成人學習者的心理需求(自主、能力、相關),方能提升成人學習之意願與成效。
英文摘要 Due to the growth of the Internet, e-learning has become a new way of learning. Traditional learning requires a location and a lecturer must be physically present in order to deliver course material and thus is usually restricted by time and space. On the other hand, in the case of e-learning, the learning materials are always accessible as long as there is a computer and a connection to the Internet. Despite the advantages of e-learning, according to a report from Taiwan’s Executive Yuan in 2014, only one-third of the population of Taiwan has engaged in e-learning. Increasing the usage of e-learning among the general populace is an important issue because it helps learners engage in self-directed learning. In this study, andragogy and media synchronicity theory are adopted in order to determine if adult learner characteristics and psychological needs affect learning effectiveness in adults. The participants of this study were adults who have participated in e-learning previously. After collecting 454 valid questionnaires, a structural equation model was used to test the hypotheses proposed in this study. The results indicated that adult readiness to learn has a positive effect on perceived autonomy, while adult orientation to learn has a positive relationship with perceived competence. Furthermore, adult motivation to learn has a positive effect on perceived autonomy, perceived competence and perceived relatedness. Psychological needs (perceived autonomy, perceived competence, perceived relatedness) have a positive effect on usage of e-learning. Usage of e-learning has a positive effect on self e-learning effectiveness. This study also found that media synchronicity has a moderating effect on the relationship between usage of e-learning and self e-learning effectiveness. Finally, this study offers recommendations for the field of e-learning. To increase learning effectiveness in adults and their willingness to engage in e-learning, it is suggested that adult learners’ characteristics and psychological needs (autonomy, competence, and relatedness) be taken into account when company or instructors build e-learning courses.
論文目次 Content
中文摘要 I
Abstract II
List of Table VII
List of Figure VII
Chapter 1 INTRODUCTION 1
1.1 Research Background and Motivation 1
1.2 Research Gaps 4
1.3 Research Objectives 5
1.4 Research Process 5
Chapter 2 LITERATURE REVIEW 8
2.1 Adult learners 8
2.2 E-learning 9
2.3 Adult Learning Theory (Andragogy) 13
2.3.1 Self-concept 15
2.3.2 Adult Learner Experience 17
2.3.3 Readiness to Learn 18
2.3.4 Orientation to Learn 20
2.3.5 Motivation to learn 21
2.4 Psychological Needs 22
2.4.1 Perceived Autonomy 23
2.4.2 Perceived Competence 23
2.4.3 Perceived Relatedness 24
2.5 Usage of E-learning 24
2.6 Self E-learning Effectiveness 25
2.7 Media Synchronicity Theory 27
2.8 Conceptual Framework 30
2.9 Hypothesis Development 32
2.9.1 Self-Concept and Perceived Autonomy 32
2.9.2 Readiness to Learn and Perceived Autonomy 33
2.9.3 Orientation to learn and perceived competence 34
2.9.4 Adult Learner Experience vs Perceived Competence and Perceived Relatedness 35
2.9.5 Motivation to Learn vs Perceived Autonomy and Perceived Competence and Perceived Relatedness. 37
2.9.6 Perceived Autonomy and Usage of E-learning 38
2.9.7 Perceived Competence and Usage of E-learning 38
2.9.8 Perceived Relatedness and Usage of E-learning 38
2.9.9 Usage of E-learning and Self E-learning Effectiveness 39
2.10 Moderating Effect of Media Synchronicity 41
Chapter 3 RESEARCH DESIGN & METHODOLOGY 43
3.1 Definition of Constructs. 43
3.2 Hypotheses to be Tested 44
3.3 Questionnaire Design 45
3.4 Pilot Test Analysis 51
3.5 Data Analysis Procedure 54
3.5.1 Demographic Analysis 54
3.5.2 Confirmation Factor Analysis 54
3.5.3 Reliability and Validity Analysis 55
3.5.4 Structural Equation Model 55
3.5.5 Competing Model 55
Chapter 4 DATA ANALYSIS & RESULT 56
4.1 Data collection and Demographic Analysis 56
4.2 Descriptive Analysis 57
4.3 Measurement Model Analysis 59
4.3.1 Confirmation Factor Analysis (CFA) 59
4.3.2 Reliability Analysis and Convergent Validity 62
4.3.3 Discriminant Validity Analysis 63
4.4 Structural Equation Models – Hypothesis Testing 64
4.5 Competing Model - Moderating Effect Testing 67
Chapter 5 CONCLUSIONS & RECOMMENDATIONS 70
5.1 Discussion and Findings 70
5.1.1 The Relationship between Adult Characteristics and Psychological Needs 70
5.1.2 The Relationship between Psychological Needs and Usage of E-learning (H6~H8) 76
5.1.3 The Relationship Between Usage of E-learning and Self E-learning Effectiveness (H9) 78
5.1.4 The Moderating Effect of Media Synchronicity (H10) 79
5.2 Implication 80
5.2.1 Theoretical Implication 81
5.2.2 Managerial Implication 83
5.3 Limitation and Recommendations for Future Research 84
References: 86
Appendix A 101
Appendix B: Questionnaire 102

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