臺灣博碩士論文加值系統

「數位學習」從一直隨著知識的載具改變而有不同的發展及解釋，早期(1958至80年代後期)的電腦輔助教學(Computer-Aided Instruction,CAI)，WWW(World Wide Web)的發明以及多媒體電腦及超媒體的出現所稱之網路學習，因通訊科技及平板電腦與智慧型手機的普及所產生的行動學習，學習方式也因為學習載具的普及高網路使用率而產生巨大的改變。
因此本研究透過問卷了解背包客日語MOOCs課程學習者的學習風格，利用自我效能理論，來探討學習者的學習風格和自我效能的關聯性，了解學習者的學習動機，藉此從低完課率的背後找出隱藏著從數據所看不到的學習需求和價值。
據本研究之研究目的及架構，提出欲驗證之研究假設如下：
假設一：不同背景變項之學習者在自我調節效能上有顯著差異。
假設二：不同背景變項之學習者在學習風格上有顯著差異。
假設三：學習者的自我調節效能、學習風格有顯著相關。
假設四：學習者的自我調節效能與是否完課有顯著差異。
假設五：學習者的學習風格與是否完課有顯著差異。
研究結果顯示，學習者的日文程度與是否完課，在自我調節效能上有顯著差異，學習者的職業在學習風格上有顯著差異，而學習者的自我調節效能與學習風格則無顯著相關，因為背包客日語MOOCs的學習者自我調節效能受學習者的學習經驗影響，但不受限於學習者的學習風格。

E-learning has been developed and explained differently with the device of knowledge. The invention of CAI (from 1958 to 1980) and WWW and the multimedia computer and C show up what is calling E-learning. Mobile learning is due to the Information and Communication Technology (ICT), tablets and smart phones are popularized. The style of learning is in greatly changes due to the popularity of learning device and the utilization rate of Internet.
This study learned the learning style of the MOOCs courses’ learners of backpackers’ Japanese and exploring the related of the self-efficacy and learning style from learners with the theory of self-efficacy. To understand the motivation of learning from learners and find out the needs and values of learning behind the data from low completion rate.
According to the research purpose and structure, the research hypotheses proposed for verification are as follows:
Hypotheses1: learners from different background have significant differences in self-regulation efficacy.
Hypotheses2: learners from different background have significant differences in learning style.
Hypotheses3: learners have significant differences in self-regulation efficacy and learning style.
Hypotheses4: learners have significant differences in self-regulation efficacy and whether to complete the course.
Hypotheses5: learners have significant difference in learning style and whether to complete the course.
Research results showed that the Japanese level and whether to complete course of learners had significant differences in self-regulation efficacy and the occupation of learners had significant differences in learning style. The learners had nonsignificant correlation with self-regulation efficacy and learning style because the self-regulation efficacy of backpacker Japanese MOOCs was influence by learning experience of learners but the learning style was not limited to learners.

謝辭 i
摘要 ii
Abstract iii
目錄 v
圖目錄 vii
第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究目的 3
1.3 研究範圍與限制 4
1.4 研究流程 5
第二章 文獻探討 6
2.1 開放式教育之演進 6
2.2 大規模開放線上課程的發展 6
2.3 學習風格 8
2.4 自我效能 9
第三章 研究方法 10
3.1 研究架構 10
3.2 研究假設 11
3.3 測量變項與定義 12
3.4 資料收集及分析方法 13
3.5 描述性統計分析 14
3.6 項目分析 24
3.7 探索性因素分析 27
3.8 信度分析 29
第四章 研究結果與分析 31
第五章 結論與建議 34
5.1 研究結論 34
5.2 研究限制與後續研究 34
參考文獻 36
附錄：正式問卷 40

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