臺閩地區成人職場正式學習、非正式學習與學習成效之關係研究

賴慶安(Ching-An Lai)

指導教授 ： 李藹慈

國立中正大學/教育學院/成人及繼續教育學系/碩士(2015年)

摘要

摘要

本研究旨在進行臺閩地區職場工作者參與正式學習與非正式學習成效的分析，並採取次級資料分析法，使用教育部2013年1月正式釋出之「2008年臺閩地區成人教育調查統計」的資料庫為依據。研究目的有六，第一、了解職場工作者正式學習與非正式學習的概況；第二、探討職場工作者特徵與就業類別對正式學習的關係；第三、討職場工作者特徵與就業類別對非正式學習的關係；第四、探討正式學習分別對學習滿意度及學習成效的關係；第五、探討學習滿意度及學習成效的關係；的六；探討職場工作者特徵對於學習成效之預測力。
本研究的結論如下：
一、臺閩地區之職場工作者，較投入參與職業成人教育為男性、中年層、教育程度為高等者及從事服務業者；在非正式學習裡，女性比男性投入，且年齡為中年層者、教育程度為高等者及從事服務業者也較為投入。
二、在正式學習中，職場工作者的背景分別為女性、青年層及教育程度為中等者，較傾向於參加普通成人教育。
三、在非正式學習中，職場工作者為男性者較傾向參與以物為導向的非正式學習；而教育程度為初等及中等之職場工作者，較傾向參與以人為導向的非正式學習。
四、職場工作者參與正式學習，不會影響學習滿意度；在學習成效面，參與普通成人教育的學習成效偏向在關係層面及發展層面。
五、職場工作者為男性者之學習成效，傾向在發展層面；此外，年齡為青年層及教育程度為中等之職場工作者之學習成效，則較傾向在關係層面與充實層面。

關鍵字

學習成效 ； 非正式學習 ； 正式學習 ； 職場學習

並列摘要

Abstract

This study is an analysis of the results of formal and informal learning done by the workers within Taiwan and the Fuchien area as subjects, using secondary data analysis, with “Adult Education Report of Taiwan and Fuchien Area” officially released by the Ministry of Education in January of 2013 as reference. There are six main purposes of the study: 1. To understand the current situation of formal and informal learning done by workers within the work field; 2. To explore the relationship between formal learning, the characteristics of the worker and the field of work; 3. To explore the relationship between informal learning, the characteristics of the worker and the field of work ; 4. To explore, individually, the relationship between formal learning, learning satisfaction and the learning effect; 5. To explore the relationship between learning satisfaction and learning effect; and 6. To explore the characteristics of the worker as an indicator of their learning effect.

The conclusion of the study is as follows:

I. Workers within the Taiwan and Fuchien area who actively participate in adult professional learning are mainly composed of middle-aged men with higher education background and work in the service industry; women more actively participate in informal education than men do; women who are middle-aged, with a higher education, and in the service industry are more involved in informal learning.
II. In the domain of formal learning, the workers are young women with secondary or equivalent education with an inclination towards for general adult education.
III. In the domain of informal education, male workers have a preference for object-oriented informal learning; workers with primary to secondary education prefer people-oriented informal learning.
IV. Participation in formal learning will not affect learning satisfaction; regarding the learning effect, the results of participation in general adult education exhibit themselves in the dimensions of relationships and development.
V. Male workers demonstrate learning effect in the dimension of development; in addition, workers who fall into the younger age group and who have a secondary school education demonstrate their learning effect in the dimension of relationships and the dimension of enrichment.

Key Word: Formal learning, Informal learning, Learning effect, Workplace Learning

並列關鍵字

Learning effect ； Informal learning ； Formal learning ； Workplace Learning

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