臺灣博碩士論文加值系統

    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

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