為帶動全民上網學習的風潮，有必要暸解目前網路學習的現況，而大學生又是主要的上網族群，因此本研究主要研究目的有三：1.了解目前大學生使用網路學習的現況；2.了解大學生網路學習的滿意度情形；3.根據研究結果提出建議，作為相關單位從事網路學習設計或其他相關研究時的參考。 為達上述研究目的，乃以自編之「大學生網路學習調查問卷」為研究工具，問卷分為「基本資料與現況」、「網路學習動機量表」、「網路學習滿意度量表」三個部份，採取問卷調查的方式，針對國內幾所公私立大專院校大學部學生進行抽樣調查，共計發出500份問卷，回收456份，回收率為91.2%，另刪除填答不全之廢卷19份，共得有效問卷437份，所得資料以百分比次數分配、t考驗、變異數分析、逐步迴歸分析等統計方法，進行資料分析與驗證假設。茲將研究主要結論綜合歸納臚列如下： 一、目前網路學習的主要優勢仍停留在檢索便利性層面。 二、學習者網路學習的主要障礙兼具軟、硬體層面。 三、目前大學生網路學習的媒介以WWW為主。 四、網路課程研修經驗對於網路學習網路動機有顯著影響。 五、不同接觸網路時間在網路學習動機上有顯著差異。 六、目前大學生網路學習滿意度趨於正向，但人際互動方面仍需加強。 七、「每日上網時數」、「接觸網路時間」變項顯著影響網路學習滿意度。 八、網路學習動機影響大學生的網路學習滿意度。 九、上網地點不同影響網路學習滿意度。 十、網路學習無法完全取代學校教育。 根據上述之結論，本研究提出下列之具體建議： 一、加強網路基礎建設，暢通網路公路。 二、加速立法，保障網路學習權。 三、提昇資訊素養，營造網路學習環境。 四、提供誘因，增強網路學習動機。 五、加強學習資訊的組織管理。 六、組成評鑑委員會，獎勵優良網站。 七、延攬各學科專家，提昇學習材料的深度與廣度。 八、強化互動性。 九、結合學校教育，建立網路學習為輔的機制。 十、進一步研究之建議，包括研究對象、研究變項、研究設計、研究工具、調查方式、統計方法、研究方向等之建議。

本研究旨在探討我國高職進修學校學生學習動機及學習滿意度的相關影響因素，並以研究結果提供作為高職進修學校與各教育主管機關提升教育品質之參考。 本研究以臺北縣高職進修學校學生為研究對象，並以「高職進修學校學習情況調查問卷」為施測工具進行問卷調查。有效樣本984 人。所得資料以平均數、標準差、t 考驗、單因子變異數分析、皮爾遜積差相關等統計方法加以處理及分析。綜合本研究之結果如下： 壹、台北縣私立高職進修學校學生，就讀台北縣九大行政區中所設立之私立高職進修學校學生，以女性學生佔多數(佔58.9%)，男性學生較少(佔41.1%)。 貳、私立高職進修學校學生之學習動機層面中，較佳為「自我學習信念」、「自我認同」及「自我要求」等因素，但仍應加強自我專業與技能實踐能力。 參、私立高職進修學校學生之學習滿意度層面中，較佳為「課程教材」、「學習教材」、「人際互動」、「生涯規劃」等因素，但仍應加強學習環境之改善。 肆、不同背景變項學生學習動機上有所不同。 伍、私立高職進修學校學生在學習動機與學習滿意度呈現正相關。 陸、私立高職進修學校學生在學生學習動機各因素與學習滿意度各層面之相關呈現正相關。 最後，研究者依據研究所得結果提出幾點建議，作為學校教育、 家長及未來研究之參考。 關鍵字：高職進修學校、學習動機、學習滿意度 / The research aims to explore the relationship and relevant factors between learning motivation and satisfaction of continuation vocational high school students. It would provide references for the authority of educational units and administration of continuation vocation high school to enhance teaching and learning quality. The research takes continuation vocational high school students in Taipei County for studying objects. The questionnaire “Continuation vocational high school student learning situation” was used as a tool and the valid data was collected from 984 students. The data was analyzed and processed through statistical methods such as Average, Standard Deviation, T tests, Single factor variance analysis, and Pearson’s product-moment correlation analysis. Finally, according to the results and investigations, findings and conclusions were come up along with recommendations as follows: 1. The female students who study in private continuation vocational high school in nine main districts of Taipei County is more (58.9%) than that of male ones (41.1%). 2. In the coverage of learning motivation, the continuation vocational high school students pay more concern on the factors such as “Self- monitoring learning belief”, “Self- Identity”, and “Self- development”. However, the schools should teach students how to enhance their professional and practical skills. 3. In the coverage of learning satisfaction, the continuation vocational high school students are pleased with the factors such as “Curriculum materials”, “Learning materials”, “Relationship”, and “Career Planning”. However, the school should improve the quality of learning environment. 4. The students from different backgrounds and family conditions have different learning motivation. 5. There is positive correlation between learning motivation and learning satisfaction of private continuation vocational high school students. 6. There is positive correlation between different factors of learning motivation and learning satisfaction of private continuation vocational high school students. In sum, based on the conclusion of the study, the author suggests some recommendations for school education, parents, and future researchers. Key word: continuation vocational high school, learning motivation, learning satisfaction

本研究旨在探討台北縣立高中職附設高中職進修學校學生的學習滿意度，作為教育行政機關與學校因應成人學習者終身學習的參考。本研究以台北縣的公立高中職為範圍，包括樹林、清水、三民、海山、永平、秀峰、錦和、安康、三重以及鶯歌高職等十所縣立高中職附設高中職進修學校作為研究對象。各縣立高中職附設高中職進修學校的學生，共計1429人，進行問卷調查。所使用的研究工具為「台北縣立高中職附設進修學校學生學習滿意度調查問卷」，內容包括教師教學、課程內容、學習環境、行政服務等四構面。問卷回收情形，共計收回1220 份，有效回收率為85％。本研究所使用 的統計方法，包含描述性統計、獨立樣本 t 檢定、單因子變異數分析與Scheffe 事後多重比較檢定等方法。 本研究結論如下： 一、高中職附設進修學校學生對於在校學習滿意度，整體而言尚屬滿意。 二、高中職附設進修學校學生滿意度最高的層面為教師教學：於「教師的口 語清楚，教學重點掌握」、「師生互動模式」滿意度較高；「教師使用 視聽媒體能力」滿意度較低。 三、高中職附設進修學校學生滿意度最低的層面為課程內容：只有「課程有 助於促進自我學習」一項滿意度較高；而「課程安排與個人需求相符 合」及「課程內容幫助社區發展與進步」屬於滿意程度較低者。 四、學習環境層面有待改善：「班上同學相互關懷情形」及「班上同學相處 融洽情形」滿意度較高；「班級桌椅的安排適當」及「廁所使用方便與 清潔」等項滿意度較低。 五、行政服務層面仍有改善空間：「註冊手續的方便性」及「提供停車服 務」滿意度較高；而「提供課外學習活動諮詢」及「圖書館開放的時 間」的服務滿意度較低。 六、性別、家庭總收入、上學交通時間及學校歷史等4個背景變項中均未達 顯著差異。 七、年齡、年級、職業、婚姻狀況、教育程度、工作年資及學校性質等7個 背景變項的部分層面中達顯著差異 最後，本研究根據以上結論，分別針對政府、高中職附設進修學校、教師及後續研究提出數點建議。 / The study attempts to understand the degree of learning satisfaction among affiliated adult schools in Taipei county high schools and vocational high schools so as to provide references about lifelong learning of adults for the educational authorities concerned. The subjects of the study include 1429 adult students in nine different county high schools and one vocational high school.There were 1220 valid questionnaires were compiled and the valid percentage was 85%.The contents of the questionnaires include the following four aspects:teaching ,curriculum,learning environment,and administrative service.The tools used in the study include descriptive statistics,t-test,one way ANOVA and scheffe’s posterior comparisons. The results of the study are presented as the following: 1.The general degree of learning satisfaction among the adult students in the affiliated high schools is above average. 2.The aspect of teachers’teaching is the most satisfactory part, with the items of “clear and organized teaching, harmonious interaction more satisfactory” than the item of “teachers’abilities of using audio-visual teaching aids .” 3.The aspect of curriculum is the least satisfactory part, with the item of “courses provided are beneficial to future self-learning” more satisfactory than the items of “the arrangement of course meet individual needs”and “the contents of the courses benefit the development and improvement of the community.” 4.The aspect of learning environment desires to be improved, with the items of “concerning classmates” and “getting along well with classmates” more satisfactory than the items of “the appropriate arrangement of desks and chairs” and “the availability and hygiene of the toilets.” 5.The aspect of administrative service also desires to be improved, with the items of “the convenience of enrollment” and “the availability of parking space” more satisfactory than the items of “the availability of consulting extracurricular activities” and “the availability of library service.” 6.Four background variables, including gender, total family income, commuting time, and school history, are not significantly different in the study. 7.Seven background variables, including age, grade, career, marital status, background of education,work seniority, and school quality, are significantly different in the study. Finally, based on the above results, the study has presented some suggestions to the government, the affiliated adult high schools and vocational high schools, teachers and future researchers.

自1999年起我國實施開辦大學研究所碩士在職專班，開啟高等教育新紀元，迄今已實施10多年，根據教育部2010年的大專院校概況統計，98學年度碩士在職專班學生數高達57,074人。碩士在職專班儼然成為在職人士進修學習的熱門方法。 因此本研究希望針對在職專班學員進行學習成效評估，以瞭解「在職專班課程」是否達到學員入學前的動機需求。另本研究也將試圖找出影響在職人士參與在職專班課程的動機因素，並分析在職人士參與在職專班課程之動機對於其學習成效之影響性。此外將針對在職人士參與在職專班課程學習行為對於學習成效之影響進行探討。 本研究以政大「行政管理碩士在職專班」88級至97級歷屆學員進行問卷調查，共發出問卷150份，回收問卷總數為106份，總回收率為70.6%，扣除退件及填答不完全的無效問卷，有效問卷105份，有效樣本回收率佔70%。本研究資料分析除以描述性統計外，且以T檢定、單因子變異數分析、皮爾森積差相關分析及多元迴歸分析等方式予以統計驗證， 本研究發現：1、學習動機中以「求知興趣」動機取向最強，其次為「職業進展」取向，以「外界期望」動機取向最弱；2、學習行為中以「學習策略」最佳，以「學習習慣」最差；3、學習滿意度中以「學習氣氛」最佳，以「課程內容」最低；4、學習之成效評估則以「學習層面」最強，「行為層面」最弱；5、不同背景變項在職專班學生參與在職專班課程其「學習動機」、「學習行為」及「學習成效」皆有顯著差異；5、在職專班學員「學習動機與其學習行為」、「學習動機與其學習滿意度」、「學習動機與其成效評估」、「學習行為與其學習滿意度」、「學習行為與其成效評估」皆達顯著正相關；6、學員之學習動機強烈，其學習滿意度程度亦會跟著提高。學員之學習行為愈佳，對於參與在職專班課程之學習滿意度也高。 經由研究結果本文提出下列建議：1、建議未來相關系所辦理在職專班課程，有關課程規劃部份，可考量在職專班學員學習動機之取向，設計提供學員增進知能、彌補專業力並且可與工作進行連結應用之課程；2、各系所除提供及規劃合適課程外，亦需營造師生、同儕之間人際交流的氣氛，學習氣氛之建立將可增加學員學習之效果；3、建議未來可以擴大研究的對象至不同領域之在職研究所，藉以比較不同領域系所間學習滿意度的差異及人力專業成長的差異情形；4、建議增加更多面向的實証研究，以完備研究內容；5、建議未來研究能融入質性的訪談，將能獲得更深入的資料。

本研究旨在探討運用點讀筆是否具有提升國中生之英語學習動機、英語朗讀流暢度及學習滿意度效益。此外，本研究亦探討場地獨立型與場地依賴型不同認知風格學生應用點讀筆進行英語學習，在提升英語學習動機、英語朗讀流暢度上是否具有差異。 本研究以桃園縣某公立國中兩班共62位七年級學生為研究對象，分為實驗組與控制組，實驗組以教師搭配點讀筆進行英語教學，控制組則以教師施予傳統教學方式進行。量化資料分析來自一分鐘口語流暢度之前後測、學習動機與滿意度問卷。所得資料以描述性統計、t考驗、單因子共變數分析與Pearson積差相關進行資料分析與研究結果歸納，質化資料分析包含學生訪談問卷之開放問題與教師教學省思。 本研究之主要發現如下： 1.相較於施予傳統英語教學的控制組，教師應用點讀筆輔助英語教學的實驗組，整體學習動機明顯優於控制組； 2.無論是施予傳統英語教學的控制組或是教師應用點讀筆輔助英語教學的實驗組，兩組的英語朗讀流暢度表現無顯著差異，但在口語朗讀字數進步幅度上實驗組明顯優於控制組；3. 教師應用點讀筆輔助英語教學能顯著提升不同認知風格的學生之英語學習動機； 4.教師應用點讀筆輔助英語教學對不同認知風格的學生英語朗讀流暢度表現無顯著差異，但能顯著提升不同認知風格的學生的口語朗讀字數進步幅度，研究結果顯示實驗組場地獨立與場地依賴學生的英語朗讀字數進步幅度明顯優於控制組； 5.實驗組學生使用點讀筆的次數與口語流暢度具有顯著正相關；6.實驗組學生的學習滿意度顯著優於控制組，實驗組學生自覺應用點讀筆輔以英語教學使他們更勇於開口朗讀英文、會注意發音與語調，對英語學習更有自信、上課更專心，也更積極參與課堂活動。 總結而論，本研究結果顯示教師應用點讀筆輔助英語教學，為一種有助於提升國中學生的英語學習動機、學習滿意度及英語朗讀能力的有效教學模式。國中英語教師可參考此結果，善加運用多元的數位資源融合於英語學習的教學活動之中，以觸發更有效的英語學習效果。最後，根據研究結果，本研究亦提出教師應用點讀筆輔助英語教學在教學、教材設計及教育行政單位配合之建議，希望能作為國中英語教學設計與實務教學上的參考。 / The purpose of this study is to investigate the effects of the intelligent pen on EFL junior high school students’ oral reading fluency, learning motivation and learning satisfaction. It also attempts to compare the performance among students of different congnitive style on learning motivation and oral reading fluency. The pretest-posttest nonequivalent group design was adopted. The subjects were two groups of the junior high school students, one as the experimental group instructed by the application of intelligent pen and the other, as the control group, instructed by the traditional lecture method. At first, a pretest was conducted to measure the students’ English oral reading fluency and learning motivation. At last, English oral reading fluency, English learning motivation and satisfaction were also measured as parts of posttests. The data were analyzed with descriptive statistics, t-test, ANCOVA,and Pearson’s correlation coefficient. As for the data collected from the students’ responses to the questionnaires, they are analyzed both quantitatively and qualitatively. The following were the main findings of this study. 1. The experimental group’s posttest learning motivation score was higher than the control group’s. Compared the experimental group’s pretest and posttest learning motivation scores, the posttest levels were significantly higher than the pretest ones. For the control group, there was no significant difference between the pretest and posttest scores. 2. The experimental group’s posttest English oral reading fluency score was not significantly higher than the control group’s. However, the experimental group made progress more significantly than the control group. For the experimental group and the control group, there were significant difference between their own pretest and posttest scores, because the control group was still offered more chances to read English aloud than before. 3.Not only field-independent (FI) students but also field-dependent (FD) ones were superior in the learning motivation. 4.Both the Field-independent (FI) and field-dependent (FD) students of the experimental group made progress in a gain of WCPM more significantly than the control group. 5. A student’s oral reading fluency score was positive correlation with the frequency of using the intelligent pen. 6. The experimental group’s posttest learning satisfaction scores were significantly higher than the control group’s.The findings suggest that the students of the experimental group’s learning satisfaction toward English had improved significantly after the proposed instruction. Most students reported that not only their pronunciation and intonation had become better but also they had become more concentrative in class and more active in participating in the classroom learning owing to the intelligent pen. In conclusion, compared with the traditional lecture method, applying intelligent pen to English teaching had significantly positive effect on promoting junior high school students’ English oral reading proficiency, learning motivation, and learning satisfaction. Furthermore, the students held positive attitudes towards the proposed instruction. Designing teaching curriculum, the English teachers in junior high schools may take the effects and differences into consideration.Meanwhile, the teachers can apply the digital resource in the English teaching activities to achieve more effective learning results. Hence, pedagogical implications and suggestions for future research are provided in the end.