本研究是以桃園縣內參與2012年桃園縣樂齡學習中心課程之高齡學習者為研究對象,以問卷調查方式進行資料的蒐集與研究,目的為瞭解高齡學習者參與樂齡學習中心課程類型與獲得社會支持類型之現況,並分析不同背景變項對於高齡學習者分別在課程選擇類型與所獲得社會支持類型上之差異情形,以及探討高齡學習者在課程選擇類型與所獲得社會支持類型之間的相關性。 研究發現:桃園縣樂齡學習中心高齡學習者參與最多的課程類型是興趣特色課程與貢獻影響課程,在五種社會支持類型的獲得現況皆達中等程度以上。個人背景的不同,對選擇參與的課程類型與所獲得的社會支持類型的影響都具有差異。課程選擇類型與「興趣特色課程」之間無相關。 本研究建議:高齡學習者應參與基本課程學習,以增強工具性支持的獲得,且應參與貢獻影響課程,以獲得較多類型的社會支持;友伴性支持對訊息性支持的獲得有益;樂齡學習中心應鼓勵社區教師與志工持續參與,並且調整課程內容的比例及善用口耳相傳以增加高齡學習者的訊息性支持;桃園縣教育局須敦促境內樂齡學習中心與社區緊密結合,並落實督導工作。
This study is to explore the 2012 Taoyuan County Senior Active Learning Center, taking the elderly learners as the objects of this study. We used a questionnaire survey to conduct data collection and researches. The study aims at understanding the current status of elderly learners in the participation of course types and social support types in the senior active learning center; and then, making analyses of diverse background variables for the elderly learners in the course selection types, the differences in the social support types. Furthermore, we explored the relevance between elderly learners in the course selection types and social support types from the society. The findings of the study show that the most participated courses for the elderly learners in Taoyuan County Senior Active Center are interest-oriented courses and contribution-influence courses. Current statuses obtained in the five social support types are all in moderate or higher level. As the elderly are from different personal backgrounds, course-selection types and social support types are in difference. Course-selection type is not correlated with “interest-oriented course.” This study suggests that the elderly learners should be involved in the basic course learning so as to have a full instrumental support. In addition, they should be involved in the contribution to the influence on courses. Consequently, they may get more social support types; peers support is beneficial to obtaining informational support; senior active learning centers should encourage the teachers and volunteers in community to go on participation. Furthermore, both adjusting the proportion of course content and having good use of word of mouth can increase the informational support of the elderly learners; Taoyuan County Board of Education should urge the regional senior active learning center to work closely with the community, and the implementation of supervision can be fully done.