合作學習、自我調控與網路學習成效相關之研究

本研究目的在瞭解中山網路大學學員合作學習、自我調控與網路學習成效之關係，採用問卷調查的方法並蒐集相關書籍、中英文期刊、論文等各種重要文獻加以整理，探討合作學習、自我調控與網路學習成效的相關理論及其影響因素，藉以分析成人網路學習的成效，是否因合作學習與自我調控能力的不同，而有學習成效上之差異。問卷內容包含基本背景資料、合作學習量表、自我調控量表量表以及網路學習成效量表。問卷回收217份有效問卷，所得問卷資料以SPSS12.0版，進行平均值、標準差、t檢定、單因子變異數分析、薛費氏事後比較法與多元迴歸等統計分析。本研究得到的結論如下：(敘述性統計部份也須列出來，如合作學習現況、自我調控現況、網路學習現況) 一、「職業」、「上網時數」、「分組方式」會影響合作學習。「學生」表現高於「工」的學習者；每週上網時數31小時(含)以上的學習者比每週上網10小時(含)以下的學習者要顯著；課堂要求分組的學習者比其他兩組要顯著。二、「教育程度」、「分組方式」會影響自我調控能力。「研究所以上(含)」的成人網路學習者在整體自我調控上顯著高於「高中(含)以下」的成人網路學習者；自組網路社群的學習者自我調控能力比其他組別要來的高。三、「教育程度」、「職業」、「分組方式」會影響網路學習成效。「研究所以上(含)」的成人網路學習者在整體網路學習成效上顯著高於「高中(含)以下」的成人網路學習者；「學生」表現高於「工」的學習者；自組網路社群的學習者網路學習成效比其他組別要來的高。四、合作學習與網路學習成效呈顯著相關情形。五、自我調控與網路學習成效具顯著相關。六、「搜尋學習資料」的自我調控能力對網路學習成效的影響最大。七、合作學習與自我調控能有效預測網路學習的成效。其中，「搜尋學習資料」能力最能夠影響網路學習的成效。

關鍵字

成人網路學習者、合作學習、自我調控、網路學習成效

並列摘要

The study focuses on the relationships of cooperative learning, self-regulations and e-learning effectiveness though questionnaires. Research development involved collecting and analyzing resources from text books, journals and school’s newspapers. This study also aimed to understand e-learning effectiveness and outcomes of the adult e-learners, also concern the differences between the directions of adult’s cooperative learning and the abilities of self-regulations. The structural questionnaire includes demographic data sheet, collaborative learning scale, self-regulations scale, and web-based learning effectiveness scale. Participants were 217 adult e-learners from National Sun Yat-Sen Cyber University serving as subjects of this research. The collected data were processed by SPSS 12.0 with descriptive statistics (mean and standard deviation), t-test, one way ANOVA and Scheffe post-hoc methods. The major findings of this study can be described briefly as follows: 1. Particpants’ occupation, grouping strategies and methods of getting on-line influence cooperative learning of the e-learner. Students’ performance is higher than blue-collar learners ; Every week accesses the net hour of 31 hours (including the above) is significantly higher than those learner who access the net for 10 hours each week; The classroom arranged grouping's learner is more remarkable than other two groups. 2. The level of education backgrounds and grouping strategies influences the adult e-learner by self-regulation ability. Graduate adult learners are obviously higher than the learners who have just high school degree in the whole self-regulation; Self-organized community learners have significant higher self-regulation ability than other groups. 3. The level of education backgrounds, occupations and grouping strategies influences the result that adult learners’ participation in e-learning. Graduate adult learners are obviously higher than the learners who have just high school degree in the whole e-learning effectiveness; Students’ performance is higher than blue-collar learners; Self-organized community learners have significant higher learning effectiveness than other groups. 4. Cooperative learning is related to e-learning effectiveness. 5. Self-regulation is related to e-learning effectiveness. 6 The ability of searching learning information influences mostly the outcome to the e-learning. 7.Cooperative learning and self-regulation cans be valid to estimate e-learning effectiveness. And, the ability of searching study information influence mostly in on-line study performance.