樂齡學習中心教師數位學習準備度與自我導向學習關係之研究

Abstract

本研究旨在探討全國樂齡學習中心教師們其數位學習準備度與自我導向學習之現況及相關的情形。本研究的目的有四：一、了解樂齡學習中心的教師之數位學習準備度和自我導向學習的現況。二、探討不同的背景變項之樂齡學習中心教師在數位學習準備度的差異情形。三、探討不同的背景變項之樂齡學習中心教師在自我導向學習的差異情形。四、了解中心教師的數位學習準備度及自我導向學習之相關情形。本研究採用問卷調查法，以自編之「樂齡學習中心教師數位學習準備度與自我導向學習量表」為工具，以曾在樂齡學習中心授課之教師為對象，採電子問卷方式進行調查，抽樣500人。 本研究的結論有五：一、教師在數位學習準備度的數位學習與教學態度部分較佳，但網路溝通能力較差。二、教師在自我導向學習部分以「喜愛學習」表現較優，但在「效率學習」部分較差。三、樂齡學習中心教師們之數位學習準備度在性別、年齡、學歷、數位線上課程學習經驗及資訊科技相關研習時數等背景變項上，有顯著差異。四、樂齡學習中心教師之自我導向學習在年齡、學歷及最近一年參加資訊科技相關研習時數等背景變項上，有顯著差異。五、樂齡學習中心教師數位學習準備度與自我導向學習之各變項均呈現正相關。根據上述的研究結論，本研究提出了針對樂齡學習中心教師、樂齡學習中心和政府相關部門的相關建議。This study is intended to explore the relationship between the digital learning readiness and the self-directed learning of teachers in active aging learning centers. The main research objectives are:1. Understand the digital learning readiness and the self-directed learning of teachers in active aging learning centers.2. Investigate the differences in digital learning readiness among active aging learning center’s teachers with different background variables.3. Investigate the differences in self-directed learning among active aging learning centers teachers with different background variables.4. Understand the correlation between the digital learning readiness and the self-directed learning of teachers in active aging learning centers.This study adopts the questionnaire survey method, using the self-compiled scale as the tool, taking the teachers of the active aging learning centers as the object, and adopts the electronic questionnaire to conduct the survey, by sampling 500 teachers of the senior learning center. Based on the survey results, statistical analysis was applied, and conclusions and recommendations were drawn through organization and summarization.The five conclusions of this study are as follows:1. Teachers have a better attitude towards digital learning and teaching, but there is still room for improvement on"network communication skills." 2. Teachers perform well in self-directed learning in terms of "enjoying learning," but there is also room for improvement on "efficient learning." 3. There are significant differences in digital learning readiness of active aging learning centers teachers with regard to gender, age, education background, digital online course learning experience, and the number of hours of IT-related training in the last year. 4. There are significant differences in the self-directed learning of the teachers of the Elder Learning Center with age, education background and the number of hours of IT-related training in the last year.5.A positive correlation comes up between the digital learning readiness and the self-directed learning tendency of teachers in active aging learning centers .Based on the above conclusions, relevant suggestions are made for teachersof active aging learning centers and government departments concerned.