跳到主要內容

臺灣博碩士論文加值系統

(44.192.247.184) 您好!臺灣時間:2023/02/07 12:10
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

我願授權國圖
: 
twitterline
研究生:陳怡真
研究生(外文):CHEN, YI-CHEN
論文名稱:高齡者自我效能與自我導向學習準備度對其運用移動科技學習態度影響之研究
論文名稱(外文):A Study on the Influence of Self-efficacy and Self-directed Learning Readiness on the Elderly’s Learning Attitudes toward Mobile Technology Use.
指導教授:王政彥王政彥引用關係
口試委員:凃金堂余遠澤楊國德陳姚真
口試委員(外文):Chin-Tang TuYu, Yuan-TseKuo-Te YangYau-Jane Chen
口試日期:2021-01-26
學位類別:博士
校院名稱:國立高雄師範大學
系所名稱:成人教育研究所
學門:教育學門
學類:成人教育學類
論文種類:學術論文
論文出版年:2021
畢業學年度:109
語文別:中文
論文頁數:210
中文關鍵詞:高齡者隔空學習運用移動科技學習態度自我效能自我導向學習準備度
外文關鍵詞:the elderlydistance learninglearning attitudes toward mobile technology useself-efficacyself-directed learning readiness
相關次數:
  • 被引用被引用:1
  • 點閱點閱:238
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:1
    科技延伸人類的感官,帶來打破時間、空間限制的隔空學習。新型冠狀肺炎疫情爆發,全球陷入停學、封鎖的狀態,更讓人感受到運用移動科技學習的重要性。移動科技為複合產品,具有連接網路、運算及便利攜帶等功能,相關運用改變既有的學習型態,讓學習者更具主導性。過去高齡者非科技的主要運用者,但移動科技降低運用門檻,帶來新契機。
      本研究調查高齡者自我效能與自我導向學習準備度對其運用移動科技學習態度影響,以在臺灣55歲以上的高齡者為對象,採網路問卷有560人填答,其中有效問卷534份。資料以描述性統計、單因子變異數、皮爾森積差相關、階層迴歸分析等進行分析。所得研究結論如下:
一、高齡者自我效能屬中上程度,不同教育程度、運用經驗、運用強度的高齡者在自我效能有顯著差異。
二、高齡者自我導向學習準備度屬中上程度,不同區域、教育程度、運用經驗、運用強度的高齡者在自我導向學習準備度有顯著差異。
三、高齡者運用移動科技學習態度屬中上程度,不同教育程度、運用經驗、運用強度的高齡者在運用移動科技學習態度有顯著差異。
四、高齡者的自我效能、自我導向學習準備度與運用移動科技學習態度彼此間存在中度以上關聯性
五、高齡者的自我效能與自我導向學習準備度對其運用移動科技學習態度具預測力。
        根據研究結果,對高齡者本身、高齡教育單位及教育人員及後續研究者提出建議,以作為高齡者運用移動科技學習、學習活動規劃及未來研究方向之參考。
    Thanks to the power of technology, distance learning, any form of remote learning,offering a flexible access to make learners free from the constrains of time and space, is booming. The closure of schools and cities worldwide caused by the outbreak of coronavirus has facilitated the importance of learning mobile technology use. Mobile technology is a form of technology that is used via wireless network. With its features of computing, two-way communication, and easily portable, mobile technology has rapidly evolved the current learning paradigms, making learners more self-directed. The elderly are not the main users, though. Mobile technology has provided considerable opportunities for the elderly with easy access.
    This study aimed at examining the influence of self-efficacy and self-directed learning readiness on the elderly’s learning attitudes toward mobile technology use. The survey was conducted by the online questionnaire and the participants over the age of 55 were investigated. A total of 534 valid questionnaires out of 560 were returned. The data were analyzed by descriptive statistics, one-way ANOVA, Pearson product-moment correlation coefficient, and hierarchical regression analysis. The results were summarized as follows:
1.The self-efficacy of the elderly performed above average; there was a significant difference among various education, experience, and duration.   
2.The self-directed learning readiness of the elderly showed above average; there was a significant difference among various regions, education and experience.
3.The elderly’s learning attitudes toward mobile technology use indicated above average; there was a significant difference among various education, experience, and duration.
4.The elderly’s self-efficacy was highly correlated with the self-directed learning readiness and the learning attitudes toward mobile technology use.
5.The elderly’s self-efficacy and self-directed learning readiness have predictable effects on the learning attitudes toward mobile technology use.
Based on the findings of this study,practical suggestions were provided for the elderly, education institutions for the elderly, educators, and future studies.
目次
中文摘要        I
英文摘要        III
目次        V
表次        VII
圖次        XII
第一章 緒論  1
第一節 問題背景與重要性      1
第二節 研究動機      5
第三節 研究目的與問題  9
第四節 名詞釋義      10
第五節 研究範圍與限制  12
第二章 文獻探討  15
第一節 移動科技在隔空學習上的運用與挑戰      15
第二節 高齡者運用移動科技學習情形與問題分析      24
第三節 自我效能內涵、理論及相關研究      30
第四節 自我導向學習準備度內涵、理論及相關研究  35
第五節 運用移動科技學習態度內涵及相關研究  45
第三章 研究設計與實施      55
第一節 研究架構      55
第二節 研究假設      57
第三節 研究方法      58
第四節 研究工具      59
第五節 研究流程      77
第六節 資料處理      79
第四章 研究結果分析與討論      81
第一節 受試者基本資料分析  81
第二節 受試者之自我效能、自我導向學習準備度和運用移動科技學習態度的現況    86
第三節 不同背景變項高齡者在自我效能、自我導向學習準備度和運用移動科技學習態度的差異分析        92
第四節 高齡者自我效能、自我導向學習準備度與運用移動科技學習態度之相關分析    131
第五節 高齡者自我效能、自我導向學習準備度對運用移動科技學習態度之預測力分析        138
第五章 結論與建議      155
第一節 主要研究發現      155
第二節 結論      162
第三節 建議      164
參考文獻        169
附錄        185
附錄一 問卷編制      185
附錄二 專家內容效度審查結果      188
附錄三 專家審查意見一覽表  195
附錄四 預試問卷      199
附錄五 正式問卷      206

表次
表 2-1  傳統學習與新型態學習比較表 22
表 2-2  2018年各縣市55歲以上人口數統計表  25
表 2-3  階段性自我導向學習模式 39
表 3-1  內容效度問卷審查學者、專家一覽表     62
表 3-2  預試樣本人數統計表 64
表 3-3  高齡者自我效能量表項目分析摘要表(N =125)        65
表 3-4  高齡自我效能量表因素分析摘要表(N =125)    67
表 3-5  高齡者自我導向學習準備度項目分析摘要表(N= 125)    68
表 3-6  高齡自我導向學習準備度量表因素分析摘要表(N= 125)        71
表 3-7  高齡者運用移動科技學習態度項目分析摘要表(N= 125)        72
表 3-8  高齡運用移動科技學習態度量表因素分析摘要表(N = 125)    74
表 3-9  自我效能之信度分析摘要表     75
表 3-10 自我導向學習準備度之信度分析摘要表 76
表 3-11 運用移動科技學習態度之信度分析摘要表     76
表 3-12 預試、正式問卷題號對照表     77
表 4-1  受試者不同背景變項之次數分配表(合併前)(N= 534)  83
表 4-2  受試者不同背景變項之次數分配表(合併後)(N= 534)  85
表 4-3  高齡者自我效能各層面之摘要表(N =534)        87
表 4-4  高齡者自我導向學習準備度各層面之摘要表(N= 534)    88
表 4-5  高齡者運用移動科技學習態度各層面之摘要表(N= 534)        89
表 4-6  不同「區域」之高齡者在「自我效能」的人數、平均數與標準差(N =  534)    92
表 4-7 不同「區域」之高齡者在「自我效能」的單因子變異數分析摘要表   93
表 4-8 不同「性別」之高齡者在「自我效能」的獨立樣本t考驗摘要表(N = 534)    94
表 4-9 不同「年齡」之高齡者在「自我效能」的人數、平均數與標準差(N = 534)    95
表 4-10 不同「年齡」之高齡者在「自我效能」的單因子變異數分析摘要表 95
表 4-11 不同「教育程度」之高齡者在「自我效能」的人數、平均數與標準差(N = 534)    97
表 4-12 不同「教育程度」之高齡者在「自我效能」的單因子變異數分析摘要表 97
表 4-13 不同「運用經驗」之高齡者在「自我效能」的人數、平均數與標準差(N = 534)    99
表 4-14 不同「運用經驗」之高齡者在「自我效能」的單因子變異數分析摘要表 99
表 4-15 不同「運用強度」之高齡者在「自我效能」的人數、平均數與標準差(N = 534)    101
表 4-16 不同「運用強度」之高齡者在「自我效能」的單因子變異數分析摘要表    101
表 4-17 不同「區域」之高齡者在「自我導向學習準備度」的人數、平均數與標準差(N = 534)       103
表 4-18 不同「區域」之高齡者在「自我導向學習準備度」的單因子變異數分析摘要表        103
表 4-19 不同「性別」之高齡者在「自我導向學習準備度」的獨立樣本t考驗摘要表(N = 534)       105
表 4-20 不同「年齡」之高齡者在「自我導向學習準備度」的人數、平均數與標準差(N = 534)       106
表 4-21 不同「年齡」之高齡者在「自我導向學習準備度」的單因子變異數分析摘要表        106
表 4-22 不同「教育程度」之高齡者在「高齡者自我導向學習準備度」的人數、平均數與標準差(N = 534)   107
表 4-23 不同「教育程度」之高齡者在「自我導向學習準備度」的單因子變異數分析摘要表        108
表 4-24 「運用經驗」之「高齡者自我導向學習準備度」的人數、平均數與標準差(N = 534)       110
表 4-25 不同「運用經驗」之高齡者在「自我導向學習準備度」的單因子變異數分析摘要表        110
表 4-26 不同「運用強度」之「高齡者自我導向學習準備度」的人數、平均數與標準差(N = 534)   112
表 4-27 不同「運用強度」之高齡者在「自我導向學習準備度」的單因子變異數分析摘要表        113
表 4-28 不同「區域」之高齡者在「運用移動科技學習態度」的人數、平均數與標準差(N = 534)   115
表 4-29 不同「區域」之高齡者在「運用移動科技學習態度」的單因子變異數分析摘要表    115
表 4-30 不同「性別」之高齡者在「運用移動科技學習態度」的獨立樣本t考驗摘要表(N = 534)   116
表 4-31 不同「年齡」之高齡者在「運用移動科技學習態度」的人數、平均數與標準差(N = 534)   117
表 4-32 不同「年齡」之高齡者在「運用移動科技學習態度」的單因子變異數分析摘要表    118
表 4-33 不同「教育程度」之高齡者在「運用移動科技學習態度」的人數、平均數與標準差(N = 534)   119
表 4-34 不同「教育程度」之高齡者在「運用移動科技學習態度」的單因子變異數分析摘要表    119
表 4-35 不同「運用經驗」之高齡者在「運用移動科技學習態度」的人數、平均數與標準差(N = 534)   121
表 4-36 不同「運用經驗」之高齡者在「運用移動科技學習態度」的單因子變異數分析摘要表    121
表 4-37 不同「運用強度」之高齡者在「運用移動科技學習態度」的人數、平均數與標準差(N = 534)   123
表 4-38 不同「運用強度」之高齡者在「運用移動科技學習態度」的單因子變異數分析摘要表    123
表 4-39 不同背景變項之高齡者在自我效能的差異摘要表 125
表 4-40 不同背景變項之高齡者在自我導向學習準備度的差異摘要表     127
表 4-41 不同背景變項之高齡者在運用移動科技學習態度的差異摘要表 129
表 4-42 高齡者自我效能與自我導向學習準備度之積差相關分析摘要表(N = 532)    131
表 4-43 高齡者自我效能與運用移動科技學習態度之積差相關分析摘要表(N = 532)    133
表 4-44 高齡者自我導向學習準備度與運用移動科技學習態度之積差相關分析摘要表(N = 532)   135
表4 -45   運用移動科技學習態度整體層面逐步階層迴歸分析摘要表(N = 534)    140
表 4-46  高齡者自我效能、自我導向學習準備度對感知有用分層面階層迴歸分析摘要表(N = 534)       144
表 4-47 高齡者自我效能、自我導向學習準備度對行為分層面階層迴歸分析摘要表(N = 534)       147
表 4-48 高齡者自我效能、自我導向學習準備度對感知易用分層面階層迴歸分析摘要表(N = 534)   151
表 4-49 假設驗證情形     154

圖次
圖 2-1 隔空學習、電子學習、移動學習之學習模式         18
圖 2-2  隔空學習、電子學習、移動學習之關係         19
圖 2-3  個體、行為、環境三者關係圖         31
圖 2-4  Bandura效能預期和結果預期差異圖      33
圖 2-5  自我導向學習架構     37
圖 2-6  認識在網路環境下的自我導向學習概念架構 41
圖 2-7  理性行為理論     47
圖 2-8  計畫行為理論模式     48
圖 2-9  科技接受模式     49
圖 3-1  研究架構圖         55
圖 3-2  自我效能量表的因素分析陡坡圖     67
圖 3-3  自我導向學習準備度量表的因素分析陡坡圖         70
圖 3-4  運用移動科技學習態度量表的因素分析陡坡圖     73
圖 3-5 研究流程     78
圖 4-1  運用移動科技學習態度整體層面的散佈圖     139
圖 4-2  感知有用分層面的散佈圖         143
圖 4-3  行為分層面的散佈圖         146
圖 4-4 感知易用分層面的散佈圖   150
內政部(2019)。內政部統計月報。2020年12月20日取自https://www.moi.gov.tw/files/site_stuff/321/1/month/month.html
尤克熙(2002)。Smart Phone 發展現況與趨勢分析。產業透析IA產業與市場透析,12,2-12。
王政彥(1998)。以合作學習增進成人隔空學習效果。載於臺北市政府教育局(主編),成人隔空學習探索(二)(77-95頁)。臺北市:臺北市教育局。
王政彥(1998)。新世紀的終身學習教室-社區成人隔空學習網路。載於楊碧雲主編,成人隔空學習探索(一)(143-160頁)。臺北市:臺北市教育局。
王政彥(1999)。自我學習與學習型組織。載於中華民國成人教育學會(主編),學習型組織(73-115頁)。臺北市:師大書苑。
江瑞菁(2011)。自我決定數位學習環境的環境要素之初探。人文暨社會科學期刊,7(2),67-75。
江漢榕(2012)。運用eClass 學習平台融入教學對學習成效之影響--以高職資料處理科多媒體動畫課程為例(未出版之碩士論文)。國立彰化師範大學,彰化縣。
余美慧(2011)。自我導向學習與成功老化關係之研究--以臺南市中高齡者為例(未出版之碩士論文)。國立中正大學,嘉義縣。
吳明隆(2016)。SPSS操作與應用-問卷統計分析實務(第二版)。臺北市,五南。
巫嘉惠(2014)。使用數位學習平台意向之研究-以國立空中大學新北學習指導中心為例(未出版之碩士論文)。國立中正大學,嘉義縣。
李政忠(2004)。網路調查所面臨的問題與解決建議。資訊社會研究,6,1-24。
李雅慧、葉俊廷(2014)。高齡學習者持續參與學習的動機之歷程。人文暨社會科學期刊,10(2),51-63。
李傳房(2006)。高齡使用者產品設計之探討。設計學報,11(3),65-79。
岳修平、林維真、李孟潔、林慧軍、羅悅綺(2012)。高齡使用者對於iPad閱讀操作之研究。教學科技與媒體,101,65 – 78。
岳修平、楊燿州、陳俊宇、李宜儒、周彥良、呂姿儀、徐暐智(2010)。高齡者使用數位化產品之使用性初探研究—以「智慧藥盒與服藥提醒系統」為例。理工研究學報,44(1),35-49。
林柏瑋(2016)。以科技接受模式探討高職生對於英語行動學習APP的使用意圖(未出版碩士論文)。國立雲林科技大學,雲林縣。
林祐綸(2016)。自我效能和性別差異對於科技接受度之影響: 以大規模開放式線上學習環境為例(未出版碩士論文)。國立中央大學,桃園市。
邱天助(2007)。社會老人學。高雄市:復文。
邱建璋(2019)。高齡學習者社會資本、自我效能與幸福感關係之研究—以南部地區樂齡學習中心學員為例(未出版之博士論文)。國立中正大學,嘉義縣。
凃金堂(2012)。量表編製與SPSS。臺北市,五南。
凃金堂(2015)。SPSS與量化研究(第二版)。臺北市,五南。
施佳吟(2016)。高齡者電腦經驗與電腦自我效能相關之研究─以嘉義縣為例(未出版之碩士論文)。國立中正大學,嘉義縣。
施茂陽(2010)。成人學習者自我導向學習傾向、學習動機與工作滿意度之相關研究-以S科技大學為例(未出版之博士論文)。南臺科技大學,臺南市。
施博文(2015)。無線通訊的日常應用。科學發展,251,6-9。
洪金慶(2015)。前銀髮族與銀髮族之數位機會探討(未出版之碩士論文)。國立臺北護理健康大學,臺北市。
晁秋紅(2012)。自我效能感:成人自我導向學習的內驅力。河北大學成人教育學院學報,14(4),15-18。
國家發展委員會(2015)。104年持有手機民眾數位機會調查報告。臺北市:國家發展委員會。
國家發展委員會(2017)。106年持有手機民眾數位機會調查報告。臺北市:國家發展委員會。
國家發展委員會(2017)。106年持有手機民眾數位機會調查報告。臺北市:國家發展委員會。
國家發展委員會(2018a)。2018年至2065年人口推估。2020年1月10日取自http://www.ndc.gov.tw/News_Content.aspx?n=114AAE178CD95D4C&sms=DF717169EA26F1A3&s=EBA2EB94A133AE1E
國家發展委員會(2018b)。107年持有手機民眾數位機會調查報告。臺北市:國家發展委員會。
國家發展委員會(2019)。108年持有手機民眾數位機會調查報告。臺北市:國家發展委員會。
張婉珍(2015)。科技接受模式與英語教學行動學習之接納程度。教育科學期刊,14(1),57-81。
教育部(2006)。邁向高齡社會老人教育政策白皮書。臺北市:教育部。
教育部(2017)。高齡教育中程發展計畫。臺北市:教育部。
郭千華(2018)。高齡學習者人際關係與自我效能關係之研究(未出版之碩士論文)。國立高雄師範大學,高雄市。
郭秀珍(2014)。樂齡學習者社會資本與幸福感之研究(未出版之碩士論文)。國立臺灣師範大學,臺北市。
陳怡真、郭千華(2019)。新舊交融:高齡者透過博物館文物及課程學習智慧型手機之活動效益-以電信有愛學習活動為例。科技博物,23(4),71 – 91。
陳素芬(2012)。臨床護理人員電腦自我效能與數位學習接受度之探討(未出版之碩士論文)。長庚大學,桃園市。
陳淑敏、林振春、謝婷婷(2010)。高齡者背景變項與其學習偏好和學習權之調查研究--以臺北縣為例。社區發展季刊,131,397-422。
陳景蔚(2006)。無所不在的運算環境與進化中的行動學習。嘉義大學通識學報,4,17-45。
陳雅婷(2012)。都會區高齡者之日常生活資訊需求與行動電話使用行為(未出版之碩士論文)。世新大學,臺北市。
陳祺婷(2017)。高雄市高齡學習者自我導向學習準備度與成功老化之研究(未出版之碩士論文)。國立暨南國際大學,南投縣。
陳銘村(2016)。原住民成人學習者社會支持、自我效能與學習動機關係之研究(未出版之碩士論文)。國立中正大學,嘉義縣。
曾愛華(2012)。整合個別差異與科技接受模式以分析數位學習之採用(未出版之博士論文)。國立交通大學,新竹市。
黃月麗(2016)。人口老化下的高齡教育政策。國土及公共治理季刊,4(1),106-114。
黃明玉(2004)。成人學習者自我導向學習傾向、班級學習氣氛與學習滿意度之研究(未出版之碩士論文)。國立高雄師範大學,高雄市。
黃玟娟(2015)。台灣偏鄉老人使用手機探討,台灣高齡服務管理學刊,2(2),22-50。
黃淑賢(2013)。戰後嬰兒潮世代跨越老化之研究(未出版之博士論文)。國立暨南國際大學,南投縣。
黃富順(2004)。高齡學習。臺北市:五南。
黃寶嬋(2017)。新住民女性知覺社會支持、自我導向學習能力與自我效能關係之研究(未出版之博士論文)。國立高雄師範大學,高雄市。
楊國德(2013)。國際高齡學習服務的發展趨勢。终身教育,11(4),70-77。
楊國賜(2014)。終身學習的新思維與新方向。台灣教育,689,2-7。
葉怡宣(2013)。自我導向學習在社群網路中建構個人學習網絡之實踐-以Facebook粉絲專頁為例(未出版之碩士論文)。國立臺灣科技大學,臺北市。
詹明璋(2007)。資訊政策行銷之研究:以臺北市無線寬頻網路建設案為例(未出版之碩士論文)。元智大學,桃園市。
劉子瑛(2015)。成人學生之英語移動學習態度研究-以南台灣大專院校進修部為例(未出版之博士論文)。國立高雄師範大學,高雄市。
劉琮閔(2013)。高中職校長領導行為與教師參與專業發展態度關係之研究-以教師自我導向學習傾向及教師自我效能為中介變項(未出版之博士論文)。國立彰化師範大學,彰化縣。
蔡培村(1996)。教師生涯與職級制度。高雄市:麗文。
鄧運林(1992)。自我導向學習對成人學生學習行為、學業成績影響之實驗研究(未出版之博士論文)。國立政治大學,臺北市。
鄭淑玲(2010)。運用科技接受模式探討銀髮族對於數位相機接受度之研究(未出版之碩士論文)。南開科技大學,南投縣。
鄭媖瑋(2017)。不同世代老年族群在e化社會之生活經驗與因應之研究(未出版之博士論文)。國立暨南國際大學,南投縣。
盧婧宜(2014)。中高齡者未來準備之學習歷程:前瞻因應觀點(未出版之碩士論文)。國立中正大學,嘉義縣。
賴阿福(2014)。資訊科技融入創新教學之教學策略與模式。國教新知,61(4),28-45。
謝國榮(2008)。非正規高齡教育機構英語學習者溝通恐懼、自我導向學習傾向與學習滿意度關係之研究(未出版之博士論文)。國立高雄師範大學,高雄市。
顏春煌(2015)。數位學習:觀念、方法、實務、設計與實作(第三版)。臺北市:碁峰。
魏惠娟、陳冠良、陳嘉彌(2017)。樂齡學習者對於活躍老化規範性需求課程重要性及參與的評估。中正教育研究,16(1),35-76。
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human DecisionProcesses, 50(2), p.182.
Ajzen, I., & Madden, T. J. (1986). Prediction ofgoal-directed behavior: Attitudes, intentions, and perceived behavioralcontrol. Journal of Experimental Social Psychology, 22(5),453-474.
Anderson, M. & Perrin, A.(2017). Tech adoption climbs among older adults. Washington, Pew Research Centre. Retrieved on October 13, 2020,from https://www.pewresearch.org/internet/2017/05/17/tech-adoption-climbs-among-older-adults/
Anderson, M. (2019). Mobile technology and home broadband .Pew Research Center. Retrieved on October 13, 2020, from https://www.pewresearch.org/internet/2019/06/13/mobile-technology-and-home-broadband-2019/
Bandura, A. (1977).Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freemanand Company.
Bandura, A. (2001). Social cognitive theory: Anagentic perspective. Annual Review ofPsychology, 52(1),1-26.
Bandura, A., & Schunk,D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interestthrough proximal self-motivation. Journalof Personality and Social Psychology, 41(3), 586.
Barbeite, F. G., & Weiss, E. M. (2004). Computerself-efficacy and anxiety scales for an internet sample: testing measurementequivalence of existing measures and development of new scales. Computersin Human Behavior, 20(1), 1-15.
Barnard,Y., Bradley, M. D., Hodgson, F., & Lloyd, A. D. (2013). Learning to use newtechnologies by older adults: Perceived difficulties, experimentation behaviourand usability. Computers in Human Behavior, 29(4),1715-1724.
Blazun,H., Saranto, K., Rissanen, S., & Bobek, S. (2013). Older people and information communication technology: Issues, challenges,and opportunities for better quality of life. In M. M. Cruz-Cunha, I. M.Miranda, & P. Gonçalves (Eds.), Handbook of research on ICTs and managementsystems for improving efficiency in healthcare and social care, 396-415.
Bosscher, R. J., & Smit, J. H. (1998).Confirmatory factor analysis of the general self-efficacy scale. BehaviourResearch and Therapy, 36(3), 339-343.
Boyd, R.D. & Apps, J.W. (1980). A conceptual modelfor adult education. In R. D. Boyd & J.W. Apps (Eds.), Redefiningthe discipline of adult education (pp. 20-34). San Francisco, CA:Jossey-Bass.
Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu,E., Ucar, H., Guler, E., ... & Aydin, C. H. (2015). Trends in distanceeducation research: A content analysis of journals 2009-2013. International Review of Research in Open andDistributed Learning, 16(1), 330-363.
Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning:perspectives on theory, research, and practice. London: Routledge.
Brookfield, S. (1985). Self-directed learning: acritical review of research. NewDirections for Continuing Education, 25, 5-16.
Brown, J. S., Collins, A., & Duguid, P. (1989).Situated cognition and the culture of learning. Educational Researcher, 18(1),32-42.
Candy, P. C. (1991). Self-direction for lifelong learning: Acomprehensive guide to theory and practice. San Francisco, CA : Jossey-Bass
Chang, C. Y., Lai, C. L.,& Hwang, G. J. (2018). Trends and research issues of mobile learningstudies in nursing education: A review of academic publications from 1971 to2016. Computers & Education, 116(1),28-48.
Charness, N., & Boot, W.R. (2009). Aging and information technology use: Potential and barriers. CurrentDirections in Psychological Science, 18(5), 253-258.
Chen, G., Gully, S. M.,& Eden, D. (2001). Validation of a new general self-efficacy scale. Organizational Research Methods, 4(1),62-83.
Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy:Development of a measure and initial test. MISquarterly, 189-211.
Conejar, R. J.,Kim, H. K., & Lee, R. Y. (2016). OpportunitiesAhead the Future Mobile Learning. In Lee R. (Eds.), Software engineering,artificial intelligence, networking and parallel/distributed computing studiesin computational intelligence, 653,85-96.
Cubillo, J.,Martin, S., Castro, M., & Boticki, I. (2015). Preparing augmented realitylearning content should be easy: UNED ARLE-an authoring tool for augmentedreality learning environments. Computer Applications in EngineeringEducation, 23(5), 778-789.
Davis, F. (1989).Perceived Usefulness, Perceived Ease of Use, and User Acceptance of InformationTechnology. MIS Quarterly, 13(3), 319-340. doi:10.2307/249008
Demir, A. G. Ö., & Yurdugül, H.(2013). Self-directed learning with technology scale for young students: Avalidation study. E-international Journalof Educational Research, 4(3), 58-73.
Demir, Ö., Yaşar, S., Sert, G., & Yurdugül, H. (2014).Examination of the relationship between students' attitudes towards computerand self-directed learning with technology. Education& Science, 39(176), 257-266.
Durr, R., Guglielmino, L. M., & Guglielmino, P. J.(1996). Self‐directed learning readinessand occupational categories. Human Resource Development Quarterly, 7(4),349-358.
Eden, D., & Granat-Flomin, R. (2000). Augmentingmeans efficacy to improve service performance among computer users. In 15thannual meeting of the Society for Industrial and Organizational Psychology, NewOrleans, LA.
Farahani, M. (2014). From spoonfeeding to self-feeding: Are Iranian EFL learners ready to take charge of theirown learning?. Electronic Journal ofForeign Language Teaching, 11(1), 98–115.
Fernández-Ardèvol, M., Sawchuk, K.,& Grenier, L. (2017). Maintaining connections. Nordicom Review, 38(s1), 39-51.
Fishbein, M. and Ajzen, I.(1975). Belief, attitude, intention and behaviour: An introduction to theoryand research. Reading, MA: Addison-Wesley
Fletcher-Watson, B., Crompton, C. J., Hutchison, M.,& Lu, H. (2016). Strategies for enhancing success in digital tablet use byolder adults: A pilot study. Gerontechnology, 15(3), 162-170. doi.org/10.4017/gt.2016.15.3.005.00
Georgiev, T., Georgieva, E., &Smrikarov, A. (2004, June). M-learning-a new stage of e-learning. Paper presented at InternationalConference on Computer Systems and Technologies-CompSysTech, 4(28), 1-4. Retrieved on October 13,2020, from: http://ecet.ecs.uni-ruse.bg/cst04/Docs/sIV/428.pdf
Giddings, S. (2015). Self-Directed Learning (SDL) inHigher Education: A Necessity for 21st Century Teaching and Learning.
Grant, M. M., Tamim, S., Brown, D.B., Sweeney, J. P., Ferguson, F. K., & Jones, L. B. (2015).Teaching and learning with mobile computing devices: Case study in K-12 classrooms. TechTrends,59(4), 32-45.
Grover, K. S., Miller, M. T., Swearingen, B., &Wood, N. (2014). An examination of the self-directed learning practices of ESLadult language learners. Journal of Adult Education, 43(2),12-19.
Grow, G. O.(1991). Teaching learners to beself-directed。Adult EducationQuarterly, 41(3), 125-149.
Guglielmino, L. M. (1996). Anexamination of self-directed learning readiness and selected demographicvariables of top female executives. In Long, H. B. and Associates, Currentdevelopments in self-directed learning (pp. 11-22). Norman, OK: PublicManagers Center, University of Oklahoma.
Guglielmino, L. M. (2013). The case for promotingself-directed learning in formal educational institutions. SA-eDUC, 10(2), 1-18.
Guglielmino, L. M.,& Long, H. B. (2011). Theinternational self-directed learning symposium: A 25-year perspective. International Journal of Self-DirectedLearning, 8(1), 1-7.
Guglielmino, L.M. (1978). Development of the Self-Directed Learning Readiness Scale.(Unpublisheddoctoral dissertation). University of Georgia, Athens.
Guglielmino, L.M. (1997). Reliabilityand validity of the Self-Directed Learning Readiness Scale and the LearningPreference Assessment. In H. B. Long & Associates, Expandinghorizons in self-directed learning (pp. 209-222). Norman, OK: PublicManagers Center, College of Education, University of Oklahoma.
Hackett, G., & Betz, N. E. (1981). A self-efficacyapproach to the career development of women. Journal of VocationalBehavior, 18(3), 326-339.
Heart, T., & Kalderon, E. (2013). Older adults:are they ready to adopt health-related ICT? International Journal ofMedical Informatics, 82(11), e209-e231.
Herod, L., & Kop, R. (2017). It’s not just about support: self directed learningin an online self-help group. Int. J.Self Directed Learn, 14(2), 13-26.
Hmelo, C. E., & Lin, X.(2000). Becoming self-directed learners: Strategy development in problem-basedlearning. In D. H. Evensen & C. E. Hmelo (Eds.), Problem-basedlearning: A research perspective on learning interactions (pp. 227-250). Mahwah, NJ: Lawrence Erlbaum Associates.
Hwang, G. J., & Wu, P. H. (2014).Applications, impacts and trends of mobile technology-enhanced learning: areview of 2008–2012 publications in selected SSCI journals. International Journal of Mobile Learning and Organisation, 8(2),83-95.
Hwang, G. J., Lai, C. L., & Wang,S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flippedclassroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473.
Joo, Y. J., Bong, M., & Choi, H.J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy,and Internet self-efficacy in Web-based instruction. Educational Technology Research and Development, 48(2), 5-17.
Karakas, F. and Manisaligil, A. (2012), "Reorienting self‐directedlearning for the creative digital era",European Journal of Training and Development, 36(7), 712-731.
Keegan, D. J. (1980). On defining distance education. DistanceEducation, 1(1), 13-36.
Keengwe, J., & Agamba, J. J. (2015). Models forimproving and optimizing online and blended learning in higher education.
Kerka, S. (2000). Extending information literacy inelectronic environments. New Directions for Adult and ContinuingEducation, 2000(88), 27-38.
Khaddage, F., Müller, W., & Flintoff, K. (2016).Advancing mobile learning in formal and informal settings via mobile apptechnology: Where to from here, and how? Journal of Educational Technology& Society, 19(3), 16-26.
Kiesler, C. A., Collins, B.E., & Miller, N.(1969). Attitude change: A critical analysis of theoretical approaches.NewYork: John Wiley & Sons, Inc.
Kim, R., Olfman, L., Ryan, T.,& Eryilmaz, E. (2014). Leveraging a personalized system to improveself-directed learning in online educational environments. Computers & Education, 70, 150-160.
Kirwan, J. R., Lounsbury, J. W., & Gibson, L. W.(2014). An investigation of the big five and narrow personality traits inrelation to self-regulated learning. Journal of Psychology andBehavioral Science, 2(1), 1-11.
Klimova, B., Simonova, I., Poulova, P., Truhlarova, Z., & Kuca, K.(2016). Older people and their attitude to the use of information and communicationtechnologies–a review study with special focus on the Czech Republic (olderpeople and their attitude to ICT). Educational Gerontology, 42(5),361-369.
Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives: PDAs as a window into a virtual simulatedworld. Paper presented at the Proceedings. IEEE International Workshop onWireless and Mobile Technologies in Education.
Knowles,M.S.(1975). Self-directed learning. New York, NY: Association Press.
Kop, R., & Fournier, H. (2011). New dimensions to self-directed learning in an opennetworked learning environment. InternationalJournal of Self-Directed Learning, 7(2), 1-18.
Kripalani, S., Cooper, H. P., Weinberg, A. D., &Laufman, L. (1997). Computer‐assisted self‐directed learning: The future of continuing medicaleducation. Journal of Continuing Education in the Health Professions, 17(2),114-120.
Ktoridou, D., & Eteokleous, N. (2005). Adaptivem-learning: technological and pedagogical aspects to be considered in Cyprustertiary education. Recent Research Developments in LearningTechnologies,1-8
Kukulska-Hulme, A. (2005). Reading course materials ine-book form and on mobile devices. Mobile learning: A handbook foreducators and trainers, 125-132.
Kuo, T., Lu, C. H., Tsai, H. T., & Tseng, Y. Y.(2008). User acceptance of e-learning system: A self-directed learning perspective. Journalof E-Business, 10(4), 963-987.
Lamdin, L. S., & Fugate, M. (1997). Elderlearning:New frontier in an aging society. Phoenix, AZ: American Council on Education& the Oryx Press.
Lan, Y. F., & Sie, Y. S. (2010). Using RSS tosupport mobile learning based on media richness theory. Computers & Education, 55(2), 723-732.
Lee, K., Tsai, P. S., Chai, C. S.,& Koh, J. H. L. (2014). Students' perceptions of self‐directedlearning and collaborative learning with and without technology. Journal of Computer Assisted Learning, 30(5),425-437.
Lee, C., Yeung, A. S., &Ip, T. (2017). University English language learners' readiness to use computertechnology for self-directed learning. System, 67,99-110.
Liaw, S. S., & Huang, H.M. (2011). Exploring learners‟ acceptance toward mobile learning. In Technologyacceptance in education, SensePublishers, 145-157.
Liu, Y., Li,H., & Carlsson, C. (2010). Factors driving the adoption of m-learning: Anempirical study. Computers & Education, 55(3),1211-1219.
Lodico, M.G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice. Retrievedon October 13, 2020, from http://stikespanritahusada.ac.id/wp-content/uploads/2017/04/Marguerite_G._Lodico_Dean_T._Spaulding_KatherinBookFi.pdf
Long, H. B. (2003). Preparing e-learners for self-directed learning. InG. M. Piskurich (Ed.), Preparing learnersfor e-learning (pp.2-18). San Francisco, CA: Jossey-Bass.
Long, H. B., & Agyekum, S. K. (1983).Guglielmino's self-directed learning readiness scale: A validation study. Higher Education, 12(1), 77-87.
Long, H.B. (1989). Theoretical foundations for self-directed learning. In H.B. Long & Associates(Eds.), Self-directed learning: Emerging theory andpractice. Norman, OK: Oklahoma Research Centre for ContinuingProfessional and Higher Education, University of Oklahoma.
Lounsbury, J. W., Levy, J. J., Park, S.-H., Gibson, L.W., & Smith, R. (2009). An investigation of the construct validity of thepersonality trait of self-directed learning. Learning and Individual Differences, 19(4), 411-418.
Low,L., & O’Connell, M. (2006, September). Learner-centric design of digitalmobile learning. In Learning on the Move: Proceedings of theOnline Learning and Teaching Conference 2006 (pp.71-82). QueenslandUniversity of Technology. Retrieved on October 13, 2020, from:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.123.48&rep=rep1&type=pdf
Marquié,J. C., Jourdan-Boddaert, L., & Huet, N. (2002). Do older adultsunderestimate their actual computer knowledge? Behaviour & InformationTechnology, 21(4), 273-280.
Martin,F., & Ertzberger, J. (2013). Here and now mobile learning: An experimentalstudy on the use of mobile technology. Computers& Education, 68, 76-85.
McGuire, W. J. (1985). Attitudes and attitude change. Thehandbook of social psychology, 233-346.
MeGivncy,V. (2006). Informal learning. The challengc for rescarch. In R, Edwards,J.,Gallacher, & S., Whittaker (Eds.),Learning outside the academy (pp. 11-23). New York, NY: Routledge.
Menekse,M., Anwar, S., & Purzer, S. (2018). Self-efficacy and mobile learningtechnologies: A case study of CourseMIRROR.In Self-Efficacy in Instructional Technology Contexts, Springer, 57-74.
Merriam,S. B. (2001). Andragogy and self-directed learning: Pillars of adult learningtheory. New Directions for Adult andContinuing Education, 2001(89), 3.
Mitzner,T. L., Boron, J. B., Fausset, C. B., Adams, A. E., Charness, N., Czaja, S. J.,... & Sharit, J. (2010). Older adults talk technology: Technology usage andattitudes. Computers in Human Behavior,26(6), 1710-1721.
Morrell, R. W.,Mayhorn, C. B., & Bennett, J. (2000). A survey of World Wide Web use inmiddle-aged and older adults. Human factors, 42(2),175-182.
Morrison,D., & Seaton, J. X. (2014). Exploring self-directed learning in 1an online“do-it-yourself” forum. InternationalJournal of Self-Directed Learning, 11(2), 29-45.
Narushima, M., Liu, J., & Diestelkamp, N. (2013).Motivations and perceived benefits of older learners in a public continuingeducation program: Influence of gender, income, and health. EducationalGerontology, 39(8), 569-584.
Nordin, N., Halim, N. A., & Malik, M. (2016).Assessing readiness for self-directed learning among college students in theprovision of higher learning institution. Environment-BehaviourProceedings Journal, 1(3), 91-101.
Nyhan,B. (1991). Developing People's Ability toLearn. European Perspectives on Self-Learning Competency and TechnologicalChange.
Oddi,L. F. (1986). Development and validation of an instrument to identifyself-directed continuing learners. AdultEducation Quarterly, 36(2), 97-107.
Osman,M.H. (2015) Ready or not: students with self-directed learning? Journal ofEngineering Science and Technology. Special Issue on UKM Teaching and LearningCongress 2013, June (2015) 84 – 90
Osman,M. H. (2013). Ready or not: students with self-directed learning. In Journal of Engineering Science andTechnology. Special Issue on UKM Teaching and Learning Congress,84-90.
Pajares,F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy,self-concept, and school achievement. Perception, 11(2),239-266.
Piskurich, G. M.,& Piskurich, J. F. (2003). Utilizing a classroom approach to preparelearners for e-Learning. Preparing Learners for E-Learning, 45-72.
Plews, R. (2017). Self-direction inonline learning: the student experience. Int.J. Self Directed Learn, 14(1), 37-57.
Potosky, D. (2002). A field study of computer efficacybeliefs as an outcome of training: the role of computer playfulness, computerknowledge, and performance during training. Computers in Human behavior, 18(3),241-255.
Prabjanee, D., & Inthachot, M. (2013).Self-directed learning readiness of college students in Thailand. Journal of Educational Research andInnovation, 2(1), 2.
Prensky, M. (2001). The games generations: Howlearners have changed. Digital game-based learning, 1(1),1-26.
Quinn, C. (2000). M-Learning: Mobile, Wireless, In-Your-PocketLearning. LineZine: Learning in the New Economy e-magazine.
Rajecki, D. W. (1990). Attitudes. Sunderland. MA:Sinauer Associates..
Rashid, T., & Asghar, H. M. (2016). Technologyuse, self-directed learning, student engagement and academic performance:Examining the interrelations. Computersin Human Behavior, 63, 604-612.
Rosen, L. D., Whaling, K., Carrier, L. M., Cheever, N.A., & Rokkum, J. (2013). The media and technology usage and attitudesscale: An empirical investigation. Computersin Human Behavior, 29(6), 2501-2511.
Saeid, N., & Eslaminejad, T. (2017). Relationshipbetween Student's Self-Directed-Learning Readiness and Academic Self-Efficacyand Achievement Motivation in Students. International Education Studies, 10(1),225-232.
Saks, K., & Leijen, Ä. (2014). Distinguishingself-directed and self-regulated learning and measuring them in the e-learningcontext. Procedia-Social and Behavioral Sciences, 112,190-198.
Scherer, R., Siddiq, F., & Teo, T. (2015).Becoming more specific: Measuring and modeling teachers' perceived usefulnessof ICT in the context of teaching and learning. Computers &Education, 88, 202-214.
Schunk, D. H. (1996). Self-Efficacy for Learning and Performance. Retrieved on October15, 2020, from: https://files.eric.ed.gov/fulltext/ED394663.pdf
Schunk, D. H., Hanson, A. R., & Cox, P. D. (1987).Peer-model attributes and children's achievement behaviors. Journal of Educational Psychology, 79,54-61.
Selwyn, N. (2004). The information aged: A qualitativestudy of older adults' use of information and communications technology. Journalof Aging studies, 18(4), 369-384.
Shapley, P. (2000). On-line education to developcomplex reasoning skills in organic chemistry. Journal of AsynchronousLearning Networks, 4(2), 43-52.
Sharples,M. (2000). The design of personal mobile technologies for lifelong learning. Computersand Education, 34, 177-193.
doi: 10.1016/S0360-1315(99)00044-5
Sheu,F. R., Lee, M. M., Bonk, C. J., & Kou, X. (2013, June). A mixed methods look at self-directed onlinelearning: MOOCs, open education, and beyond. Paper presented at the 25thAnnual Ethnographic & Qualitative Research Conference , Cedarville, OH. Retrievedon October 15, 2020, from:
http://publicationshare.com/EQRC_OER_fsheu_Lee_Bonk_Kou_V6-APA-Single_sided.pdf
Slater, C. E., & Cusick,A. (2017). Factors related to self-directed learning readiness of students inhealth professional programs: A scoping review. Nurse Education Today, 52, 28-33.
Song,L., & Hill, J. R. (2007). A conceptual model for understandingself-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27-42.
Stevens, D., &Kitchenham, A. (2011). An analysis of mobile learning in education, business,and medicine. In Models for interdisciplinary mobile learning:Delivering information to students (pp.1-25).
Suner, A., Yilmaz, Y., & Pişkin, B. (2019). Mobilelearning in dentistry: usage habits, attitudes and perceptions of undergraduatestudents. PeerJ, 7, e7391.
Tabuenca, B., Kalz, M.,Drachsler, H., & Specht, M. (2015). Time will tell: The role of mobilelearning analytics in self-regulated learning. Computers & Education, 89, 53-74.
Terry, M. (2006).Self-directed learning by undereducated adults. Educational ResearchQuarterly, 29(4), 29-39.
Tezer, M., & Beyoğlu, D.(2018). How do Preservice Teachers’ Readiness and Attitudes towards MobileLearning Affect their Acceptance of Mobile Learning Systems?. TEM Journal, 7(4), 875-885.
Tough, A. (1979). adult'slearning projects, a fresh approach to theory and practice in adult learning.Learning Concepts.
Tsai, H. S., Shillair, R.,Cotton, S. R., Winstead, V., Yost, E..(2015). Getting Grandma Online: AreTablets the Answer for Increasing Digital Inclusion for Older Adults in theU.S.? Educ Gerontol, 41(10), 695-709.
doi: 10.1080/03601277.2015.1048165.
Tsai, P.S., Tsai, C.C.,& Hwang, G.H. (2010). Elementary school students' attitudes andself-efficacy of using PDAs in a ubiquitous learning context. Australasian Journal of Educational Technology,26(3), 297-308.
Tsai, H. Y. S., Shillair,R., Cotten, S. R., Winstead, V., & Yost, E. (2015). Getting grandma online:are tablets the answer for increasing digital inclusion for older adults in theUS?. Educational gerontology, 41(10), 695-709.
Turan, M.B., & Koç, K. (2018). The Impact of Self-Directed Learning Readiness on CriticalThinking and Self-Efficacy among the Students of the School of PhysicalEducation and Sports. International Journal of Higher Education, 7(6),98-105.
Udanor,C. N., & Nwodoh, T. A. (2010). A review of m-learning models. IndianJournal of Computer Science and Engineering, 1(4), 426-435.
Vavoula, G., & Sharples, M. (2009). LifelongLearning Organisers: Requirements for tools for supporting episodic andsemantic learning. Journalof Educational Technology & Society, 12(3), 82-97.
Voke, K. S., & Yip, W. M. (1999). Gender andtechnology in Hong Kong: A study of pupils’ attitudes toward technology. International Journal of Technology andDesign Education, 9, 57-71.
Voke, K. S., Yip, W. M., & Lo, T. K. (2003). HongKong pupils’ attitudes toward technology: The impact of design and technologyprograms. Journal of TechnologyEducation,15(1), 48-63.
Vroman, K. G., Arthanat, S.,& Lysack, C. (2015). “Who over 65 is online?” Older adults’ dispositionstoward information communication technology. Computers in HumanBehavior, 43, 156-166. doi.org/10.1016/j.chb.2014.10.018
Wiley, K. (1983). Effects of a self-directed learningproject and preference for structure on self-directed learning readiness. Nursing Research, 32(3), 181-185.
Wong,L. H. (2012). A learner‐centric view of mobile seamlesslearning. British Journal of EducationalTechnology, 43(1), E19-E23.
Wong,L.H. & Looi, C.K. (2011).What seams do we remove inmobile assisted seamlesslearning? A critical review of the literature. Computers & Education, 57(4), 2364-2381.
Yang, S. H. (2012). Exploringcollege students' attitudes and self-efficacy of mobile learning. Turkish Online Journal of EducationalTechnology-TOJET, 11(4), 148-154.
Yuan, H. B., Williams, B. A., Fang, J. B., & Pang,D. (2012). Chinese baccalaureate nursing students' readiness for self-directedlearning. Nurse education today, 32(4), 427-431.
Yusuf, M. (2011). The impact of self-efficacy,achievement motivation, and self-regulated learning strategies on students’academic achievement. 
Procedia-Social and Behavioral Sciences, 15, 2623-2626.
電子全文 電子全文(網際網路公開日期:20240227)
連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關期刊