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樂齡大學學員人際關係、知覺教師教學型態與學習成效之關聯性
The Relevance between Interpersonal Relationship of Senior University Students, the Perceptions of Teaching Patterns, and the Learning Outcomes
摘要
本文旨在探討高齡學習者參與樂齡大學之人際關係、知覺教師教學型態與學習成效之關聯性，採用問卷調查法，以參與樂齡大學的337位高齡學習者為研究對象，以「樂齡大學學員人際關係、知覺教師教學型態與學習成效問卷」為研究工具。結論歸納如下：（1）樂齡大學可促使高齡者開心與同儕相處、折衷型的教學型態能增進師生融洽，並獲得很高的學習成效；（2）高齡學習者的性別與年齡不同並不會影響人際關係以及對教學型態的感受性，也不會影響學習成效；但教育程度的差異會影響對教學型態的感受度，而退休前的職業別則會影響到學習成效；（3）高齡學習者的人際關係與對教學型態的感受以及學習成效之間有關連性存在；（4）樂齡大學能維護高齡學習權，持續拓展學習契機，發展適性的高齡教育方案。本次研究囿於時程與人力因素，僅以問卷調查，建議未來研究宜兼採質量研究，並擴大研究場域及增加樣本人數，深入探究作為未來推動高齡教育參考。
並列摘要
This study aimed to explore the connection between the relevance of interpersonal relationship of senior university students, the Perceptions of Teaching Patterns, and the Learning Outcomes. Our data points come from survey results of 337 elder learner of senior university. The statistical data analysis results in following conclusions: 1) Senior university has positive influence on elders' relationship and interaction with peers. 2) Gender and age differences of elder learners will not influence interpersonal relationship and perception of teaching model. 3) Interpersonal relatioship between elder learners is relevant to the perception of traching model and learning outcome. 4) Senior university can retain elders' right to learn, continuously expand learning opportunities, and develop proper elder education model. Due to time and resources limitation, this investigation of this research is only conducted in surveys. We suggest that future research should collaborate with more quality investigation, expand target regions, and also increase sample counts. With more comprehanced research on this matter, the results may serve as reference for future improvement of elder education.
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