教育議題一直備受國家重視,而資訊科技日新月異影響教育發展,使數位學習成為新的學習趨勢。從2012年開始來大規模開放式線上課程學習-磨課師(MOOCs)成為國內外新穎之學習模式,吸引眾多學習者註冊課程,但同時低完課率卻也成了磨課師最大之致命傷,小規模限制性線上課程(SPOCs)也因此誕生。有鑒於此,本研究旨在磨課師探討自主學習影響學習者行為之因素,依自主學習策略(SRL)為觀點,提出適用於磨課師之理論模式及假說,並以ePage實作SPOCs預試實驗系統,分析學習者學習過程中,運用自主學習策略資源對其學習行為之影響。最後,於國內外磨課師相關論壇邀請磨課師學習經驗者填寫問卷,以驗證本研究之目的論述。 本研究回收有效問卷共303份,使用IBM SPSS Statistics 22.0進行描述性次數分配及探索性因素分析,以Smart PLS 3進行模型衡量以驗證本研究之假說。結果證明學習者於本SPOCs實驗之態度及主觀規範等會顯著影響其行為意圖。在正式研究問卷方面,主要重點在於分析數位學習與磨課師之差異及國內外數位學習之影響。結果顯示國內外學習者掌控規劃學習行為程度不同使學習意願及成效低靡,而學習者以自主學習觀點於磨課師學習能彌補國界學習落差。
Recently, the advancement of information and technology has been affecting the development of education, and E-learning has been becoming a new learning trend. “Massive Open Online Courses (MOOCs)” is an up-to-date online course which is domestic and foreign large-scale open access by way of the web in distance education. MOOCs was first introduced in 2008 and turned into a popular mode of E-learning in 2012. Because most of people dropped courses or stopped joining to courses, Small Private Online Courses (SPOCs) was born in 2013. In regard to this, this study uses Self-Regulated Learning (SRL) as the core of the theory to explore how to support MOOCs learning. SPOCs system design and implementation with SRL factors by ePage analyze learning behavior mode. In order to collect the empirical data to evaluate the research model, a formal questionnaire survey from the MOOCs forum, and 303 effective responses are collected. In advance, Smart PLS is applied to analyze the data. The analysis results show that the learner’s attitude, subjective norm and perceived behavioral control have significant impacts on the intention to join MOOCs courses.
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