| 摘要: | 網路學習在高等教育中日趨蓬勃發展，網路學習者成為虛擬教室的中心角色，其學習情況成為了重要課題。所以本研究旨在瞭解網路學習者之自我效能、自主學習與學習投入之情形與相關程度，並以網路學習者個人背景變項進行差異比較。自主學習包含目標設定、環境建構、任務策略、時間管理、尋求協助與自我評鑑等六個構面；而學習投入包含行為投入、情感投入與認知投入三個構面。本研究採問卷調查法，採以李克特五等量表方式計算，整份問卷整體信度Cronbach’α值為.936。本研究針對淡江大學隨機抽樣共計八班遠距非同步課程，問卷共發出405份，有效問卷共計回收370份，本研究結果如下：（1）淡江大學網路學習者之學習自我效能、自主學習能力與學習投入程度有待加強。（2）網路學習者之性別在學習自我效能、自主學習及學習投入無顯著差異。（3）網路學習經驗次數越多，在學習投入的感知狀況就越高。（4）網路學習自我效能、網路自主學習與網路學習投入間關係為顯著正相關。（5）網路學習自我效能可用來預測學習成績，但網路自主學習與網路學習投入則無法。
Development of online learning in higher education is booming, and online learner become the central role in virtual classroom, so that learners’ learning situation has became an important issue. In this study, the goal is to explore the relationship among learning self-efficacy, self-regulated learning and learning engagement of online learners as well as to estimate these variables according to their background. Variable as self-regulated leaning contains goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation, and online learning engagement contains behavioral engagement, emotional engagement and cognitive engagement. This study makes use of questionnaire survey based on five-point Likert scale, the overall reliability of the scale on standardized Cronbach’s Alpha is .936(n=370 on 50 items). After data collection and analysis, the results indicate that 1) Tamkang University online learners’ learning self-efficacy, self-regulated learning and learning engagement have yet to be improved. 2) The gender had no significant difference among learning self-efficacy, self-regulated learning and learning engagement. 3) The more online learning experiences learners had, the higher perception of learning engagement they got. 4) Significant positive correlation exists among online learning self-efficacy, self-regulated learning and learning engagement. 5) Students’ online learning self-efficacy can predict their semester grade but self-regulated learning and learning engagement. |
