成人參與社區大學電腦學習動機及課程需求之研究 : 以臺北縣市為例

機構典藏 > College of Education > Graduate Institute & Department of Educational Technology > Thesis > Item 987654321/31211

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Title:	成人參與社區大學電腦學習動機及課程需求之研究 : 以臺北縣市為例
Other Titles:	A study on motivational factors and curricular demands for adult participating computer literacy courses in community universities : examples from Taipei City
Authors:	劉素珍;Liu, Su-chen
Contributors:	淡江大學教育科技學系碩士在職專班王健華;Wang, Chian-hua
Keywords:	成人學習;學習動機;成人電腦素養教育;社區大學;Adult learning;Learning Motivation;adult computer literacy;community university
Date:	2006
Issue Date:	2010-01-11 00:24:05 (UTC+8)
Abstract:	本研究主要探討成人參與社區大學基礎電腦課程個人背景因素與學習動機對課程需求之研究。本研究首先對於成人參與電腦學習之相關個人因素、學習動機及電腦課程方面進行相關文獻蒐集及分析。在研究方法方面，本研究對於台北縣市參與社區大學電腦基礎課程的學員進行問卷調查，並藉由問卷設計及資料蒐集、整理和分析瞭解成人參與社區大學電腦課程個人背景因素與學習動機對課程需求影響情形。在研究結果方面顯示：一、社區大學成人參與基礎電腦學習者其學習動機主要為認知興趣，其次為社會刺激、家庭親密度，而以職業進展之動機取向最弱。二、社區大學成人參與基礎電腦學習者的課程需求主要為電腦基本技能為最高，其次為網路技能，再其次為電腦多媒體技能，而以辦公室軟體技能需求度較低。三、個人背景因素與課程需求間的關聯性發現年齡、最高學歷、電腦經驗對課程需求有顯著關連性。四、動機高者其對於課程內容皆呈現較高需求度，動機較低者，對課程需求度較低，所以不同的動機並未導致不同的課程需求。 The purpose of this study is to explore the effects of personal backgrounds and motivational factors for the demands of adults participating computer literacy courses in community universities. Literature on personal backgrounds and adult learning motivations were reviewed and their relationships were analyzed. A survey on adults’ learning motivation and curricular demands on computer literacy courses were performed, subjects were students from community universities around Taipei city. The findings of the study are: 1.The major motivational factors affects the demands of adult participating the computer literacy courses for community universities is cognition interest, followed by social stimulation, family togetherness, professional advancement, consecutively . 2.The priority of curricular demands for adult participating the computer literacy courses in community universities is: computer basics, networking skills, multimedia, and office software. 3.There are correlations between the personal backgrounds and the curricular demands. Factors include age, educational background, and computer experiences. 4.The higher the learning motivation, the higher the curricular demand, regardless of the subjects and content of the courses.
Appears in Collections:	[Graduate Institute & Department of Educational Technology ] Thesis

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