圖書資訊從業人員研究所在職進修之學習動機與學習滿意度研究

Abstract

本研究旨在探討圖書資訊從業人員參與研究所在職進修之學習動機與學習滿意之現況。本研究之研究工具為參考相關文獻所編制之結構式問卷，問卷內容包含基本背景資料表、學習動機資料以及學習滿意度量表。以國立台灣大學、國立台灣師範大學與國立交通大學等3所學校自90學年開始招收圖書資訊學「研究所碩士在職專班」之畢業學生為研究對象，共計發出237份，回收120份，回收率51％；回收有效問卷120份，有效樣本回收率為100％。所得問卷以SPSS12.0 軟體，進行百分比、平均值、標準差、獨立樣本t 檢定、單因子變異數分析、薛費式事後比較等統計分析。 本研究之主要結論如下： 1. 圖書資訊從業人員參與圖書資訊碩士在職專班之學習動機之學習動機勾選次數由高至低依序為：求知動機、工作所需、對課程有興趣、機構吸引力、逃避或刺激、拓展社交人際、外界期望動機。 2.圖書資訊從業人員參與研究所在職進修之學習滿意度具備中上程度，各構面滿意度尤其在「人際互動」構面表現為最佳，其他依次為「教師教學」、「課程內容」、「行政支援」、「學習成效」與「學習環境」。 3.影響圖書資訊從業人員參與研究所在職進修之學習動機的因素為服務單位、性別、年齡、服務年資、婚姻狀態、職務、任職類別、大學教育背景、就讀系所。 4.影響成人在職進修學生學習滿意度的因素為為服務單位、性別、年齡、服務年資、婚姻狀態、職務、任職類別、大學教育背景、就讀系所。

The study discussed in-service MLIS Students’ learning motivation and the learning satisfaction. It also compared the learning satisfaction differences which due to the different background variables. In the end of this study, we proposed suggestions, which could serve as a valuable reference to the relative authorities. In order to fulfill the research propose, the study contained two research methods. They were literature analysis and questionnaires. First, we collected relative studies. We used the meaning, theory and level of learning motivation and learning satisfaction as the basic fundamental of the study. Second, based on the literature, examples , domestic and international measurements, we developd the「The survey of learners’ learning motivation and learning satisfacation degree in in-service MLIS Students」.The research tool employed here is a structural questionnaire based on the overseas and domestic researches. The structural questionnaire includes demographic data sheet, learning motivation and learning satisfaction scale. Participants were 120 from National Taiwan Normal University、National Taiwan University and National Chiao Tung University. There were 120 students in the valid samples of the questionnaire and the valid return was 100％. The data were processed by SPSS 12.0 with percentage, mean, standard deviation, t-test, one way ANOVA, Scheffe post-hoc method and regression analysis. The major results of this study are described as follows: 1. The learning satisfaction of in-serviceMLIS Students is quite high, especially at the interpersonal interaction connotation. The interest in knowledge seeking is the most common factor affecting one’sintention of participating in in-service MLIS. 2.In-service MLIS Students were highly satisfied on the average.The learning motivation on learning interest was the highest,and in turn were career and interest of MLIS studies. The scores on external expectations was the lowest. 3. The background variables resulted in different learning motivation. 4. the background variables resulted in different degrees of learning satisfaction The influencing factors of in-service MLIS Students’ learning satisfaction include gender, age, career, marriage status, service years and school. Base on this study, we proposed seven suggestions to MLIS administrative authorities, in-service MLIS Students and following researchers for future studies.