本研究以台灣北區的社區大學、國立空中大學、大學推廣教育三類學習者為研究對象，旨在探討三者於學術性課程上的「心流經驗」與「主動學習」是否有所差異，若有差異則可能的影響因素又為何？並分析心流經驗與主動學習兩變項間的關係。 本研究的樣本總數為729人，採用立意取樣，研究工具係參考前人改編之心流經驗與主動學習問卷一份，問卷中一併蒐集了關於三類學習者在機構中的學習經驗（包含：學習歷程的頻率、學習歷程的品質等），以期能夠在探討差異的同時，找出影響的可能原因。 資料分析方法採用了結構方程模型（SEM）以作為問卷之驗證性因素分析的方法，在確認了信效度後，以t考驗、單因子變異數分析、單因子多變量分析、共變數分析、積差相關、典型相關等統計方法輔助，以回答上述問題。主要結果發現： 一、「師生討論」、「同儕討論」、「做中學」、「田野調查」與「指導同儕」等學習歷程的頻率與心流經驗、主動學習皆有顯著正相關。 二、「互動品質」、「課程公共化」、「經驗學習」等學習歷程品質與心流和主動學習有顯著相關。 三、不同的「學習動機」會造成心流與主動學習的差異，當中以「取得學位」為動機的學習者之心流與主動學習較其他就讀動機者為弱。 四、三類機構在心流經驗與主動學習的差異依序是：社區大學 > 空中大學 >推廣教育。 五、主動學習中的「內在動機與熱情」是目前研究者發現三機構在心流經驗中差異的因素之一。 六、心流經驗中的「自發自足經驗」是目前研究者發現三機構在主動學習上有差異的因素之一。 七、心流經驗與主動學習兩者具有高度正相關。 / The purpose of this study is to compare community university, national open university and university extension education in northern Taiwan, which each refers to flow experience and active learning. This study is also attempted to investigate the possible factors among these organizations which may cause the differences. Another issue in this study is concerned with the relationship between flow experience and active learning. The data was collected from 729 adult learners by judgmental sampling, and the questionnaire was based upon a revised questionnaire concerning their flow experience, active learning, and learning experience (including the frequency of learning process and quality of learning process) in academic courses. The results of this study are as followings: 1. Flow experience and active learning were positive correlation with the frequency of learning process, which includs “teachers and students discussion ”, “peer-discussion”, “learning by doing”, “field work” and “peer-tutoring”. 2. Flow experience and active learning were positive correlation with the quality of learning process, which includs “quality of interaction”, “curriculum publication”, and “experiential learning”. 3. The different learning motivation affect the flow experience and active learning among learners in these three organizations, especially the learners who chose “learning for the academic degree” were averaged lower than others. 4. Comparing with three organizations about the flow experience and active learning performance: community university is better than national open university and university extension education. Moreover, the national open university is better than university extension education. 5. The“intrinsic motivation and passion” is one of the factors which affect flow experience. 6. The “autotelic experience” is one of the factors which affect active learning. 7. The flow experience is positive correlation with active learning.

本研究的主要目的在探究以想法為中心的教學設計對大學生學習歷程與知識信念的影響。本研究透過知識論壇 (Knowledge Forum，KF) —一個以知識翻新（knowledge-building）教育理念為核心所建立的數位學習平台—來記錄學生的學習歷程。研究設計採個案研究法，以一個班級為研究單位，藉由多元資料的蒐集，以深入瞭解知識翻新教學對大學生在學習歷程上的影響。研究對象為某大學修習「生活科技概論」課程之22位學生。 資料來源包括：(1) 知識論壇上的學習筆記(note)—即學生整學期在知識論壇平台上的貼文與對話記錄；(2) 期末科技成品與影音記錄—即課程中學生所設計科技產品的期末發表; (3) 期末反思—即學生的期末學習心得; (4) 知識信念問卷(Chan & Elliott, 2004)的前後測資料。 本研究依據資料分析結果提出以下三點主要結論: (1)協作式的知識共構活動可以幫助學生跳脫傳統以個人為中心的學習方式，並進而以集體想法交流的形式來共構知識；(2) 從學生在科技產品上的創意表現可知，學生已逐漸能體認到知識是可以被創造的，人人都有能力創造知識；(3) 學生經過一學期的知識建構過程後，在知識信念上也有部分轉變，特別是在「天賦能力」的面向上，傾向學習能力並非天賦且不可改變的觀點。 根據上述結論，本研究在教育實務上提出以下三點建議：(1) 教師應多運用想法中心的教學設計，以培養有自主想法的學生，並藉此激勵學生積極參與學習社群中的知識共構活動；(2) 教師應將知識創造的能力視為學生學習的關鍵能力，以培養學生面對未來職場所需的競爭力；(3) 師資培育機構應注重師資培育生在知識信念上的發展，並協助其養成更具建構取向與學生中心的教學信念。 關鍵詞：想法中心、電腦支援協作學習、知識翻新、知識信念、主動學習 / The purpose of this research was to investigate the effects of idea-centered education on college students’ learning progress and change in epistemological beliefs. An online collaborative knowledge-building environment—Knowledge Forum (KF)—was employed in this study to document the process of students’ idea generation and development, as well as their belief change. This study employed a case-study design, using a college class as a unit for investigation, with multiple datasets collected to understand how knowledge building might affect students’ learning process and outcome. Participants were 22 students (16 females and 6 males) who took a course titled “Introduction to Living Technology” in a university, Taiwan. Major data sources include: (1) Students’ online discourse recorded in a KF database; (2) Students’ final presentations about the technology products they designed (the presentations were videotaped); (3) An open-ended survey employed to elicit students’ reflection on what they did and learned from this course; (4) A belief questionnaire, adopted from Chan & Elliott (2004), which was administered in the beginning and at the end of the course. There were three main findings: (1) An idea-centered approach was found helpful for students to move away from individual-based learning to taking more collective responsibility in their knowledge advancement. It was found that with support of KF, students were able to engage in continuous idea exchange and improvement; (2) As evidenced in students’ performance on the design of creative technology products, it was suggested that students have gradually realized that knowledge can be created and that all humans has potential to create knowledge; (3) After doing knowledge-building for a whole semester, the participating students also shifted their’ beliefs to become less inclined to believe in inborn ability as a fixed quality. Building on the findings, this study made the following suggestions: (1) To foster student capacity for more autonomous learning and collaborative knowledge building, teachers should try to encourage students to work with ideas and to engage them in sustained idea improvement; (2) Teachers should regard knowledge creation as a key ability that students need to acquire in order to face the competitive workplace in the future; (3) Teacher education programs should pay attention to the development of students’ epistemological beliefs, and to help student develop a more constructivist-oriented and student-centered teaching beliefs. Keywords: idea-centered, CSCL, knowledge building, epistemological beliefs, active learning