在職人員數位學習動機與學習滿意度之探討--以中小企業網路大學校為例

small and medium-sized organizations were explored for the relationship between learning motivations and learning satisfaction

蕭雅云

指導教授 ： 陳明溥

國立臺灣師範大學/教育學院/資訊教育學系在職進修碩士班/碩士(2007年)

摘要

今日的競爭環境中，人力資本為公司最重要的資產，中小企業?了提升人力資本，中小企業在職人員需不斷的學習來提升個人核心職能。就在職人員而言，因時間與空間限制，造成學習的不便；就企業而言，因為實體培訓的方式，耗費太多金錢與人力，企業無法負擔在職人員的培訓成本，透過數位學習可以減少成本花費與交通時間，在職人員可以迅速獲取知識內容。透過數位的學習方式，在職人員需要較高的自主性，因此學習者的學習動機會影響學習成效，所以我們更需要了解在職人員數位學習的學習動機，增加參與教育訓練的意願，有效提升學習滿意度與成效。本研究以中小企業在職人員為研究對象，探討學習者主動參與數位學習課程的學習動機因素與學習滿意度之間的關係，學習動機因素包括認知興趣、追求成就、社交關係與外界因素，學習滿意度包括能力提升、課程內容、學習支持、教師教學、學習環境、及課後推廣。

研究結果發現: (1)中小企業在職人員，年齡對學習動機有顯著的影響，年齡愈高學習動機愈強烈，性別、教育程度、產業別，並無顯著影響；(2)中小企業在職人員，年齡對學習滿意度有顯著的影響，性別、教育程度、產業別，並無顯著影響；(3)數位學習動機與學習滿意度呈現正相關，數位學習動機愈高，學習滿意度也愈高；(4)學習動機預測整體滿意度的影響也越為正向，社交關係、認知興趣、外界因素感受也愈正向，學習動機中社交關係、認知興趣、外界因素有效預測整體學習滿意度。本研究結果可以幫助平台經營者改變經營策略，更符合學習者持續學習動機的需求。

關鍵字

數位學習 ； 學習動機 ； 學習滿意度 ； 成人教育

並列摘要

In today’s competitive environment, human capital is the most important resource for a company. In order to improve the quality of human resource, professional growth is crucial. Yet, time and distance are the main constraints for adult learning. For small and medium-sized organizations, the cost for in-service training is the main problem because it requires much money and manpower. However, the problems of cost and traveling time can be solved if training can be delivered through e-learning. Since e-learning requires high autonomy, learners’ learning motivations should be taken into account. Therefore, it is necessary to examine adult learners’ learning motivations in order to increase their participation in the training activities and enhance their learning satisfaction and achievement. In this study, staffs of small and medium-sized organizations were explored for the relationship between learning motivations, including cognitive interest, sense of achievement, social relations and external factors and learning satisfaction, including ability enhancement, course content, learning support, teaching and learning environment and after-course promotions.
The results showed that: (a) There was a significantly positive relationship between participants’ age and learning motivation; (b) There was a significantly positive relationship between age and learning satisfaction; (c) Learning motivations had a positive correlation with satisfaction; and (d) Factors of learning motivation, including social relation, cognitive interest and external factors, were positive predictors of learning satisfaction. The results of this study would be helpful to e-learning designers and developers for adjusting their strategies to meet learners’ motivation.

並列關鍵字

e-learning ； motivation ； satisfaction of learning ； adult education

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