| Abstract: | 在知識經濟的時代裡，數位學習已成目前重要的學習方式之一，更是未來學習的趨勢所在。科技的進步與演化為人類社會帶來重大變革，藉由網際網路與數位科技的幫助讓知識的傳播變的更為迅速，也使得學習模式因此而有了突破性的改變，新型態的數位學習提供學習者更為便利與彈性的學習方式。
儘管數位學習較傳統訓練方式擁有更多優勢，但許多大專院校、企業組織卻發現導入的成效不如預期。根據研究顯示，數位學習環境下有許多因素影響著學習者的學習成效，包含數位學習系統架構、學習環境、教材、學習風格、人格特質等，外在的系統架構、學習教材等議題已有豐富的研究成果，若無法針對學習者本身，設計出符合個人需求的學習環境與方式，將導致學習成效大打折扣。故本研究以人格特質、學習風格等學習者個體本身對於外在環境刺激所反應出的行為，加入知識創造行為，在數位學習的學習環境下進行成效的探討，分析學習者在根本上所存在的差異，並指出以何種方式進行教學較適合學習者本身，研究結果發現：
一、人格特質與學習風格有顯著對應的關係存在，聰穎開放人格對應同化型；嚴謹自律人格對應聚合型；外向人格對應調適型；神經人格對應於分散型；和善人格無顯著對應的關係存在。
二、不同學習風格者在學習成效上有顯著差異。成效高低依次為：聚合型、同化型、調適型、分散型。
三、不同學習風格者有其適合的知識創造行為存在。同化型風格適合外化與內化的行為；調適型風格適合社會化及組合化行為。
In the knowledge-economy era, E-learning has become one of the most important ways of study, which is a trend in the future. The advanced and evolved technology dramatically transforms our society. Knowledge can be spread more rapidly through the Internet and digital technology, which makes learning mode have a breakthrough change.
Although E-learning has more advantages than conventional training way, many colleges and organizations discovered that the effect of inducts didn’t perform as well as they expected. According to the research data, learners’ learning effect are influenced by many factors, such as E-learning system construction, learning environment, the teaching material, the learning style, the personality traits...etc. Issues, like the external system and the teaching material have been discussed and have fruitful researches. If there isn’t a plan to meet a learner’s need, the learning performance won’t present well, either. Therefore, this research emphasizes on the learners with personality traits and learning style, and adds knowledge creation factor to see how the learners’ responses toward the external stimulators under the E-learning environments. Then this research analyzes the learners’ differences on the basic existence and points out that what kind of teaching methods suits the learners best.
This research has three results as following:
1.The personality traits and the learning style have the remarkable corresponding relational existence. Openness corresponds to assimilator; Conscientiousness corresponds to converger; Extraversion corresponds to accommodator; Neuroticism corresponds to diverger; Agreeableness has no remarkable correspondence relational existence.
2.A learner with the different learning style has remarkable difference in the learning performance. The effect from high to low is: converger, assimilator, accommodator, diverger.
3.A learner with different learning style has its suitable knowledge creation existence. Assimilator suits externalization and internalization of the knowledge creation; Accommodator suits t socialization and combination of the knowledge creation. |
