因應高齡化社會的到來,老年人的教育逐漸受到重視,臺灣自2008年起推動樂齡學習資源中心的設置,以提供高齡者一個專屬的學習場所,促進其參與學習。 本研究的目的在於探討高齡者參與樂齡學習之社會資本發展,及其社會資本對高齡者學習參與所造成的影響。首先,藉由存在高齡學習者之間的社會網絡、社會規範及社會信任,發現高齡者社會資本的形塑與積累。而後,進行探析其社會資本在高齡者學習參與過程中所發揮的影響。 為深度了解高齡者社會資本的發展與高齡學習參與之間的關係,本研究透過深度訪談法,與22位受訪者進行面對面訪談,藉由訪談分析而從中獲致以下研究發現: 一、高齡者的社會資本發展具有差異性。 二、高齡學習促進高齡者自我價值的提升。 三、社會資本關係著高齡者的學習適應與學習滿意度。 四、社會資本深度影響著高齡者的學習參與。 隨著樂齡學習的持續,高齡者各自發展出不一的社會資本,並在其學習過程中發揮一定效用,促進其學習效果及學習滿意度的提升,從中得以發現社會資本對高齡學習的重要性。
To adapt the coming of an aged society, the education of elderly gets more and more attention. Since 2008, Taiwan has started to put up the setting of Senior Active Learning Center, and it hoped to supply an exclusive learning situation to prompt the elderly to attend and learn in it. As a result, the purpose of the research is to discuss the development of social capital of the elderly attending the senior learning, and the effect of their social capital to their learning. That is, the research will try to find the formation and accumulation of those attended whose social networking, social norms and social trust at first. Second, it also tries to analyze the effect played by their social capital in their learning process. In order to realize the relationship between the development of the elderly’s social capital and senior learning participation, the research interviewed 22 participants face to face by in-depth interview. By doing so, the research got the following findings: 1.There are differences among the social capital of the elderly. 2.The senior learning will prompt the rising of their self-value. 3.Social capital will affect the learning adaptation and satisfaction of the senior’s learning. 4.Social capital affects the participation of the elderly’s learning. According the lasting of senior leaning, the elderly will develop different social capital that will produce certain functions, prompt their learning effect and satisfaction, and make them realize the importance of social capital in their learning.