MOOCs使用者之學習情況與學習策略之研究

本研究旨在瞭解MOOCs使用者的學習情形以及其學習策略，包含基本背景資料、取得證書與否、影片觀看度、影片總觀看次數、後設認知學習策略、時間與環境管理、同儕學習，並比較不同性別、年齡層以及職業之學習者的差異。本研究針對國立臺灣師範大學於2015年開設的R系列MOOCs課程學習者進行問卷調查，研究工具以Duncan and McKeachie（2005）所發展的「學習動機與策略問卷」為基礎，中譯化並依照實際情況加以設計，經專家效度審查與修訂後發放。研究資料以統計軟體分析比較不同背景的學習者在MOOCs的學習狀況和學習策略之差異，以及學習者之學習狀況與使用之學習策略之相關性。本研究主要發現如下：一、在R系列MOOCs課程中，有15.4%的學習者取得了證書，其中男性學習者數量顯著大於女性學習者，而不同年齡層及職業之間無顯著差異。二、取得證書與否與影片觀看度、影片總觀看次數都呈正相關。三、學習者的影片觀看度和「後設認知」學習策略與「時間與環境管理」學習策略呈現正相關。四、學習者之學習策略表現上，「後設認知學習策略」顯著大於「時間與環境管理」和「同儕學習」，「同儕學習」的學習策略被使用得最少。五、在「時間與環境管理」的學習策略上，男性學習者顯著優於女性學習者。根據研究結果，由於後設認知策略為學習者最常使用的學習策略，因此建議MOOCs教師及經營方在課程中多加入能激勵學習者使用後設認知策略的元素以增加影片的觀看度。

關鍵字

MOOCs ；線上學習；線上學習情況；學習策略

並列摘要

This research aimed to understand the relationship between MOOCs users’learning situation and learning strategies. Learning situation includes background information, the obtain of certificate, the percentage of videos watched and the total number of times videos were watched. Learning strategies measures metacognitive strategy, time and environment management strategy and peer learning strategy, comparing the difference between gender, age and occupation. This research targeted “R series”, a MOOCs lesson launched by National Taiwan Normal University in 2015. Using questionnaire adapted from Duncan & McKeachie（2005）’s “Motivated Strategies for Learning Questionnaire” （MSLQ）, translating it into Mandarin and designed in a manner that meets the actuation of the lesson. Validity is being audited before releasing to the MOOCs users. Research data is analyzed by statistic program to find the correlation between different background’s user and their learning situation and learning strategies and also the correlation of the user’s learning situation and learning strategies. Briefing the findings as below: 1. 15.4% of the learner in the R series obtained the certificate. Within, male learner noticeably exceeds female. 2. The obtained of the certificate has positive correlation with the percentage of the videos watched and the total number of times videos were watched. 3. Learner’s percentage of videos watched is slightly in correlation with metacognition strategy and time and environment management strategy. 4. Learner performed metacognition strategy significantly more than time and environment management strategy and peer learning strategy. With peer learning strategy used least. 5. In time and environment management strategy, male learners perform better than female learners. According to the result, due to the metacognition strategy is the learning strategy most used by learners. Therefore, would advise MOOCs lesson teachers and operators to add more metacognition elements into the lesson and also encourage the learners to do so to increase the percentage of the videos watched.