現今高齡社會已經到來，高齡者的教育也越來越受重視，因此近年來樂齡大學慢慢興起，由於關於樂齡大學學員學習需求的研究在國內仍然不足，因此研究者希望能對樂齡大學學習需求研究上做貢獻，本研究的目的是探討樂齡大學的學員的背景與參與學習情況以及學習需求，而抽樣的對象則以高雄市之樂齡大學學員為主，參與本研究的樂齡大學有國立高雄應用科技大學、國立高雄師範大學、國立高雄餐旅大學、國立高雄海洋科技大學、正修科技大學、文藻外語大學，共計265樣本，本研究主要為探討個人背景變項與參與學習情況是否影響學習需求，使用的統計SPSS22版做統計分析，並且以描述性統計、項目分析、探索性因素分析、信度分析、T檢定、單因子變異數分析來進行資料處裡。
本研究發現，在人口背景項對於學習需求之差異影響，發現不同的教育程度、現在或退休前的職業、我現在也有另外參加以及過去一年內是否有參與學習活動，與學習需求是有明顯差異的。

In the contemporary aging society, the education of elders has been more and more attention lead to senior college growth slowly in recent years. Since the learning needs study of senior college still insufficient in Taiwan, the researchers wish to make contribution for the learning needs study of seniors college.The purpose of this study is investigating the background of senior college students, participation in learning, and learning needs. In this study, the sampling targets are selected from the senior college students in Kaohsiung city. Moreover, 265 samples are investigated and the collaboration universities contain National Kaohsiung University of Applied Sciences, National Kaohsiung Normal University, National Kaohsiung University of Hospitality and Tourism, National Kaohsiung Marine University, Cheng-Shiu University, and Wen-Zao Ursuline University of Languages. This study devotes to discuss whether the personal background variables influence the learning needs or not. SPSS version 22 software has been applied in statistical analysis to process data with descriptive statistics, item analysis, exploratory factor analysis, reliability analysis, T test, and one-way analysis of variance.
The results conclude that there are great significant differences between "the different level of education", "now of pre-retirement profession", "I participate another learning activities now and whether participation in learning activities within the past year", and "learning needs" in the different impact between population background items and learning demands.

摘 要 I
Abstract II
圖目錄 VII
表目錄 VIII
一、緒論 1
1.1研究背景 1
1.2研究動機 3
1.3研究目的 4
1.4重要名詞釋義 5
1.5研究範圍與限制 5
二、文獻回顧 6
2.1高齡學習機構 6
2.1.1樂齡大學 6
2.1.2美國老人寄宿所 10
2.2需求的相關文獻 11
2.2.1需求的意義與理論 12
2.3學習需求理論相關之文獻 15
2.3.1國外相關研究之文獻 15
2.3.2國內相關之文獻 21
2.3.3綜合探討 26
2.4高齡者學習需求相關因素之研究 34
三、研究設計與實施 38
3.1研究架構與研究假設 38
3.2研究流程 41
3.3研究對象 43
3.4研究方法與工具 44
3.4.1問卷設計初稿編制 44
3.4.2問卷預試實施 46
3.4.3正式問卷內容 57
3.5資料處理分析 58
四、研究結果分析與討論 60
4.1基本資料分析 60
4.2學習需求程度分析 67
4.3個人背景變項與學習需求之差異分析 69
4.4參與學習情況與學習需求之差異分析 84
五、結論與建議 92
5.1研究結論 93
5.2研究建議 96
參考文獻 (中文) 98
參考文獻 (英文) 100
附錄一 104
附錄二 107

參考文獻 (中文)
內政部，2014，老人狀況調查報告，衛生署福利部，台北。
吳明隆、涂金堂，2005，SPSS與統計應用分析<二版>。台北市：五南圖書公司。
阮惠玉，2012，高齡者學習需求及參與意願之研究-以高雄縣樂齡學習資源中心為例。國立高雄師範大學成人教育研究所碩士論文。
張春興，2006，教育心理學。台北：東華
張慧芬，2003，台中縣市成人生活型態與學習需求關係之研究。國立中正大學成人及教育學系碩士論文。
教育部，2006，邁向高齡社會－老人教育政策白皮書，教育部，台北市。
教育部，2013，人口政策白皮書，教育部，台北市。
教育部，2015，教育部補助大學校院辦理104學年度樂齡大學實施計畫，教育部，台北市。
教育部，2015，教育部樂齡學習網：http://moe.senioredu.moe.gov.tw/front/bin/home.phtml
郭彥谷、蔡茗涵，2015，終身學習課程之學習需求、知覺有用姓、知覺易用性與學習移轉行為之關聯性研究-以台北市高齡族群為例。家庭教育雙月刊，54，6-17。
陳冠良，2014，中高齡者老化知識、對老人態度、前瞻因應與活躍老化學習需求關係之研究。國立中正大學成人及繼續教育研究所博士論文。
勞動部，2014，2007-2012年主要國家平均實際退休年齡和官方退休年齡，台北。http://statdb.mol.gov.tw/html/nat/103010%E8%A1%A83.pdf
黃國彥，1993，嘉義市成人現況、需求及其可行模式之研究。教育部委託專案報告。嘉義：國立嘉義師範學院。
黃國彥、林美珍，1991，台灣地區老人學習需求與內涵之研究。教育部委託研究：嘉義師範學院。
黃富順，2004，高齡學習。台北市：五南圖書公司
黃富順，2008，高齡教育學。台北市：五南圖書公司
黃富順、林麗惠、梁芷瑄、林曉齡，2008，我國屆齡退休及高齡者參與學習需求意向調查研究報告。教育部委託專案報告，新竹市：玄奘大學教育人力資源與發展學系。
經建會，2012，中華民國 2012年至2060年人口推計，行政院，台北市。
詹涵雯，2008，桃園縣高齡者學習需求與參與意願之研究。國立中央大學客家政治經濟與政策系碩士論文。
賴銹慧，1990，我國高齡者學習需求及相關因素之研究。國立臺灣師範大學社會教育研究所碩士論文。
魏惠娟，2010，成功老化取向的高齡教育方案模式之建構與應用：規範性需求的觀點(第3年)。行政院國家科學委員會專題研究計畫期末報告(NSC 99-2410-H-194-034-SS3)，嘉義縣：國立中正大學成人及教育學系。
魏惠娟、胡夢鯨、陳冠良，2010，從McClusky需求幅度理論觀點分析台灣樂齡學習中心課程。成人及終身教育學刊，15，115-150。
魏惠娟、陳冠良、李雅慧，2014，活躍老化高齡教育課程架構與評析：規範性需求的觀點。中正教育研究，13，1，45-87。
覺元宏，2010，高齡學習需求與參與情況分析之究：以嘉義市長青學苑為例。國立中正大學成人及繼續教育學系論文。
饒玉玲，2011，高齡者之學習需求、自我回饋功能與呈現個人價值之研究-以花蓮市參與學習之高齡者為例。國立東華大學國際企業學系碩士論文。



參考文獻 (英文)
Atwood, H. M. & Elli J. (1971). The concept of need：An analysis for adult education. Adult Leadership, 19(7), January, 105-166.
Bartlett, M. S. (1951). The goodness of fit of a single hypothetical discriminant function in the case of several group. Annuals of Eugenics, 16, 199-214.
Bergevin, P. E. (1967). A philosophy for adult education. New York：Seabury Press.
Boulton-Lewis, G., Buys, L., Lovie-Kitchin, J., Barnett, K ., David, L. N. (2007) AGEING, LEARNING AND COMPUTER TECHNOLOGY. Queensland University of Technology. 1-19
Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Beverly Hills, CA: Sage.
Caruth, Gail D.(2014). Meeting the Needs of Older Students in Higher Education. Participatory Educational Research, 1(2), 21-35.
Chiu, C. J., Hu, Y. H., Lin, D. C., Chang, F. Y., Chang, C. S., and Lai, C. F. (2016). The Attitudes, Impact, and Learning Needs of Older Adults Using Apps on Touchscreen Mobile Devices: Results From a Pilot Study. Computers in Human Behavior, 63, 189-197.
Clennell, S. (Ed.)(1990). Older students in Europe. A survey of older students in four European countries (ERIC Document Reproductio Service No. ED 344083)
Comrey, A. L. (1973). A first course in factor analysis. New York: Academic Press.
Donlon, C. (2012). Theory of marhin and the value of Education for Older Adults in Positive Aging. Colorado Sate University.
Gay, L. R. (1992). Educational Research Competencies for Analysis and Application. New York: Macmillan.
Gorsuch, R. L. (1983). Factor Analysis. Hillsdale, NJ：Lawrence Erbaum.
Harrigan, M.P., & Farmer, R.L.（1992）. The myths and facts of aging. In R.L.
Hiemstra, R. (1976a). Older adult learning: Instrumental and expressive categories. Educational Gerontology, (1), 227-236.
Hiemstra, R. (1982). Elder interests in the expressive domain. Educational gerotoloy, 8, 143-153.
Hiemstra, R. (1982). The elderly learner: A naturalistic inquiry. Adult Education Research Conference Proceedings, 23, 103-107.
Hori, S., & Fujiwara, M.（2003）. Learning needs and activitys limitations of elderly Japanese with physical disabilities. Educational Gerontology, 29, 585-595.
Kaiser, H. F. (1974). Little Jiffy, Mark IV. Educational and Psychological Measure-ment, 34, p111-117.
Kaiser, H.F. (1970). A second-generation Little Jiffy. Psychological, 35, 401-415.
Kaiser. H.F. (1958): "The varimax criterion for analytic rotation in factor analysis." Psychometrika 23: 187–200.
Knowles Bryan, V. C. (1993). Challenges of the older adult learners：facts and tips for educators. (ERIC Document Reproduction Service No. ED 364661)
Knowles, M. S. (1976). The modern practice of adult education: Andragogy versus pedagogy. New York, NY: Association Press.
Knowles, Malcolm S. (1970). The Modern Practice of Adult Education; Andragogy versus Pedagogy.
Kocel, T. (2010). Isletme yoneticiligi. İstanbul: Beta
Kraschnewski, Jennifer. L., Sciamanna, Christopher. N., Poger, Jennifer. M., Rovniak, Liza. S., Lehman, Erik. B., Cooper, Amanda. B., Ballentine, Noel. H., Ciccolo, Joseph. T. (2016). Is strength training associated with mortality benefits? A 15 year cohort study of US older adults. Preventive Medicine, 87, 121-127.
Londoner, C. A. (1990). Instrumental and expressive education: From needs to goals assessment for educational planning. In R. H. Sherron & D. B. Lumsden (Eds.), Introduction to educational gerontology, 85-107. New York: Hemisphere Publishing.
Lamdin, L., & Fugate, M. (1997). Elderlearning: New frontier in an aging society. Phoenix, Arizona: The Oryx Press.
Maslow, A. H. (1954). Motivation and personality. New Yor: Harper.
Maslow, A. H. (1969). The farther reaches of human nature. Journal of Transpersonal Psychology, 1(1), 1-9.
Maslow, A.H. (1943), A Theoty of Human Motivation, Psychological Review, 50, 370-396.
Max-Neef, M., Elizalde, A., Hopenhayn, M.(1991) . Human scale development: conception, application and further reflections. New York：Apex.
McClusky, H. Y. (1971), Education: Background and issues, Washington, DC: White House Conference on Aging.
Merriam, S., & Lumsden, D. B. (1985). Educational needs and interests of older learners.” Lumbsden DB:”The Older Adult as Learner: Asprcts of Educational Gerontology.” Washington/Cambridge, 51-71.
Monette, M. L.（1977）. The concept of education need: An analysis of selected literature. Adult Education, 27（2）, 116-127.
Murray, H. A. (1938). Explorations in personality. New York：Oxford Uiversity Press.
Ozkalp, E. ve Kırel, C. (2005). Orgutsel davranış. Eskişehir: Anadolu Universitesi, Egitim, Saglık ve Bilimsel Araştırma Çalışmaları Vakfi.Yayın No: 149
Pate, G., Du, J., and Havard, B. (2004). Instructional Design-Considering the Cognitive Learning Needs of Older Learners. International Journal of Instructional Technology and Distance Learning, 5, 3-9.
Pevoto, A. E. (1989). An exploratory study of nonparticipation by older adults in organized educational activities. (ERIC Document Reproduction Service NO. ED 312445 )
Peterson, D. A. (1983) Facilitating Education for Older Learners. San Francisco: Jossey-Bass.
Purdie, N. & Boulton-Lewis, G（2003）. The learning needs of older adults. Educational Gerontology, 29（2）, 129-149.
Ridley, D. R., Miller, B. G., & Williams, C. H.（1995）. The 1995 assessment report on CNU online. Reports-Evaluative. Virginia: Christopher New port College Press.
Sears, E. J. B. (1989). Self-directed learning projects of older adults. University of North Texas, Doctor of Dissertation.
Shum, W. C. (2009). An evolving practice model in the development of lifelong education for senior citizens(APIAS Monograph Paper Series No.16). Retrieved from Lingnan University website: http://commons.ln.edu.hk/apiasmp/16.
Toohaker, L. E., & L, Miller. (1996). Introductory Statistics for the Behavioral Sciences (2nd ed.). Pacific Grove, CA: Brooks/Cole.
World Health Organization. (2002). Active ageing: a policy framework. Retrieved Jue 18th, 2008, from World Health Organization web site:http://whqlibdoc.who.int/hq/2002/WHO_NMH_NPH_02.8.pdf