水沙連社區大學校本部學員學習動機與學習滿意度之研究

本研究目的為，剖析學員學習動機與學習滿意度的趨向，研究方法採文獻分析法及問卷調查法，並將問卷資料以統計套裝軟體SPSS進行信度分析、效度分析、描述性分析、單因子變異數分析及多重比較Scheffe法分析。壹、研究發現一、學員中女性多於男性，年齡以41歲至65歲者為多數，學歷高中職以下約占一半，已婚者約占七成，職業以商業為最多，參與社區大學年資以1年以下及4年以上為主，參加的課程以社團課程為最多。二、學員51-65歲、參與社大年資4年以上者於休閒需求，30歲以下、參與社大年資1-2年者、職業商組及軍警公教於職業需求，研究所以上的學員於社交、休閒、職業、自我成長需求，其部分層面學習動機強。三、學員30歲以下、職業軍警公教、無工作者的學員於學習成果，學歷研究所以上者於人際關係、學習成果，參與社大年資1年以下者於師資教學及人際關係、4年以上的學員於人際關係，其部分層面學習滿意度高。貳、研究建議一、課程可與大學課程及長照學堂課程接軌或合作。二、學期末的滿意度問卷調查，做成問卷回饋單給學員。三、注重學員在社交、休閒及自我成長需求方面之反應與回饋。四、學員可以透過網路上的評量工具及主動尋求協助，來提升學習滿意度。

關鍵字

終身學習；社區大學；學習動機；學習滿意度

並列摘要

The purpose of this study was to investigate the trend of learning motivation and satisfaction of participants at “Shuishalian Community College Headquarters”. This study has been conducted with questionnaire survey and documentary analysis relative theory, and use SPSS to conduct statistical analysis with reliability and validity analysis, descriptive analysis, one-way analysis of variance, and multiple comparisons (Scheffe’ Test). I. Findings： 1. Among the participants, females are more than males, most are 41 to 65 years old. High school graduate or below occupy one half. Seventy percent of them are married. Most of them are engaged in business work. Most of them took 1 to 4 years in length of attendances. It is community courses they took more than other courses. 2. Participants aged 51 to 65, with more than 4 years in length of attendances, lay emphasis on leisure activities needs. Aged 30 below, 1 to 2 years in length of attendances, engaged in business and military, civil and teaching staff stressed on occupational needs. Participants with master’s degree or above stressed the needs of sociality, leisure activities, occupation, self-development. They had more learning motivation on sub-item aspects. 3. Participants aged 30 below, military, civil and teaching staff and unemployed had higher satisfaction of learning outcomes. Participants have master’s degree or above, had higher satisfaction of interpersonal relationship and learning outcomes. Participants with more than 4 years in length of attendances had higher satisfaction of interpersonal relationship on sub-item aspects. II. Conclusion and Future study 1. The courses of community college could corporate or integrate into university courses and dementia elderly school courses. 2. Feedback of satisfaction survey results at the end of semesters should be given to all participants. 3. Devote much attention to participant’s reactions and feedback on their needs of sociality, leisure activities and self-development aspects. 4. Participants could seek helps actively from assessments tools on websites to improve their learning satisfaction.