社區大學成人教育方案感動因子之研究

本研究旨探討社區大學成人教育方案，為學習者何種感動，並對學習者的學習帶來何種影響。希望透過研究達到以下目的: 一、分析社區大學成人教育方案的感動因子。二、瞭解社區大學成人教育方案感動因子對於學習者之學習影響。本研究之研究場域為北區3所社區大學，研究對象為持續參與社區大學成人教育方案達5年以上者共18名；而研究法分為兩部份：第一部份是，深度訪談法，藉由與學習者互動與深入對談，了解學習者在成人教育方案中獲得的感動；第二部份是依據魅力工學中的EGM評價構造法，找出具有感性之評價要素方法，將深度訪談的分析結果訂為感動因子，並了解學習者對於成人教育方案感動因子的認同及影響最後歸納其結果如下: 一、根據社大學整體評價構造圖歸納出三大類別共10項的原始理由感動因子、具體感動因子38項及抽象感動因子34項。二、在社區大學的成人教育方案當中，學習者最在乎需求受到重視的感覺。三、社區大學成人教育方案中，學習環境方面令學習者感動的原因在於，能夠享有完善的教學設備，在多元的學習環境中學習，人性化的校園空間中安全無虞，享受在精心的教室安排下所帶來的便利。四、社區大學成人教育方案中，服務流程方面令學習者感動的原因在於，社區大學具有完善的行政與課程管理，且行政人員服務態度親切以及充滿人情味的人際互動關係。五、社區大學成人教育方案中，教師教學方面令學習者感動的原因在於，學習者在學習過程中，有良好的學習成效，教師用心專業的教學態度以及別具巧思的課程內容。六、整體而言，感動因子在學習者參與社區大學成人教育方案的過程中，令學習者在學習態度上產生了轉變，進而對社區大學產生認同感與歸屬感，最後決定持續參與學習。最後，本研究根據以上結果，針對社區大學、實務工作者及未來相關研究提出具體建議。

關鍵字

社區大學；成人教育方案；感動因子； EGM評價構造法

並列摘要

This research aims to discuss what the affection and what the influence the adult education program of community college brings to the learners about the learning experience. It is expected to achieve following purposes through this research: 1. To analyze the emotional touching factors with regard to the adult education program of community college; 2. To understand the learning influence on learners by the emotional touching factors with regard to the adult education program of community college; The sites conducted in this research are 3 community colleges in the Northern District, the research subjects are 18 persons persistently participating in the adult education program of community college more than 5 years, and the research methods include two parts: the first part is the interview in depth and the second part is the evaluation grid method (EGM). In the first part, it is understood that the affection of the learners acquired in the adult education program by interacting and talking in depth with the learners, and in the second part, according to EGM in Miryoku Engineering, it is found the method in respect of the perceptual evaluation factors, taken the analyzed results of the interview in depth as emotional touching factors, and understood the identification and influence of the emotional touching factors with regard to the adult education program on the learners. It is concluded that: 1. it is generalized 3 major classes including 10 original-reason emotional touching factors, 38 specific emotional touching factors and 34 abstract emotional touching factors based on the overall evaluation grid graph about the community college; 2. the most major concern of the learners in the adult education program of community college is the feeling that their demand is respected; 3. the reasons to touch the learners regarding the learning environment in the adult education program of community college are the perfect learning facilities, the diversified learning environment, the safe human-based learning space, and the convenience brought by the delicate class arrangement; 4. the reasons to touch the learners regarding the service flow in the adult education program of community college are perfect administrative and course management, friendly service attitude of the staff, and the interpersonal relationship full of human touch; 5. the reasons to touch the learners regarding the teaching in the adult education program of community college are the good learning performance of the learners in the learning experience, the diligent teaching attitude of the instructors, and the unique course content. 6. generally speaking, in the process of the learners participating in the adult education program of community college, the emotional touching factors change the learning attitude of the learners, make the learners sense the identification and belonging and decide to persistently participate in learning. In conclusion, this research offers specific suggestions to the community colleges, the practitioners, and the future related research based on the above results.