教育部從1997年開始協助大專院校設立推廣教育機構，以有效利用大學資源對社會人士從事終身學習，協助設計相關專業課程。在市場激烈競爭下，大學在規劃推廣教育的策略方向時，需考量全球化、數位化、少子化的市場特性。 　　本研究嘗試以司徒達賢(1999)提出之非營利組織策略理論CORPS (Client, Operation, Resource, Participate and Service)為基礎 配合武文瑛(2006)的回流教育指標進行策略研究。本研究以某大學之推廣教育機構做為研究個案，針對學員與職員進行問卷調查與個別訪談，獲得以下幾點發現： 一、 學員是因為大學名聲與師資才重回校園學習，但費用高低與設備新舊會影響學習意願與成效。 二、 推廣教育應增加創新思維的課程並且提升教學品質，在追求課程數位化之餘仍應重視課程內容。 三、 整合大學內部資源才有機會提升推廣教育的成效，爭取各系所師資與強化作業流程，才能提供學員更優質的服務。 / The Ministry of Education helped universities and colleges to setup extension education centers from 1997. The Ministry of Education urged the universities to design programs for professionals by use of their own resource. Universities build up a lot of classes with credits and degrees in recent years. The competition between universities makes them focusing on the strategies confronting different aspects such as globalization, digitization and low birth rate. 　　This research focuses on strategy analysis and refers to nonprofit organization theory proposed by Seetoo(1999)－CORPS (Client, Operation, Resource, Participate and Service) and recurrent education indicators suggested by Wu(2006). Based on survey and interview with students and employees at a certain extension education center, this study has findings as follows: 1. The reason for professionals returning to extension education center is because the university reputation and well-known professors. The tuition and facilities affect their willingness to learn and the effect of learning. 2. The organization should provide innovation and high quality courses not just investing on digital technology. 3. The integration of university’s resource will increase the benefits of extension education. It will provide better services with process improvement and cooperation between different academic departments.

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.