數位學習正向個人特質之量表發展：知識管理、自我調整學習與意義建構   全文下載

The Development of Positive-Trait Inventories in E-learning: Knowledge Management, Self-regulation Learning, and Meaning

本研究旨在將正向心理學的概念與數位學習結合，發展適合評量臺灣大學校院學生之數位學習知識管理量表、數位學習自我調整學習量表及數位學習意義建構量表。本研究先以1,017位大學校院學生進行項目分析、信度分析與探索性因素分析，再以1,647位大學校院學生進行驗證性因素分析及個別差異之考驗。結果發現，本研究所發展的三份量表具有良好的信度與效度，可作為研究者與大專校院教師評量大學校院學生在進行數位學習時，其知識管理、自我調整學習及意義建構能力有效的參考工具。此外，本研究發現參與學生具有中等程度以上的數位學習知識管理、自我調整學習與意義建構能力，顯示近年來我國推動高等教育數位學習計畫有良好的成效。本研究也發現長時間使用數位學習的參與者，其數位學習知識管理、自我調整學習與意義建構能力均優於短時間使用數位學習的學生，教師可適當融入數位學習並鼓勵學生探索不同的數位學習媒介，以豐富其數位學習的經驗並增進有效學習。

This study aimed to develop three inventories Inventory of Knowledge Management in E-learning (IKME), Inventory of Selfregulation in E-learning (ISRE), and Inventory of Meaning Making in E-learning (IMME) for evaluating university students’ knowledge management, self-regulation learning, and meaning making in e-learning based on the integration of positive psychology and e-learning. In this study, we employed 1,017 university students to conduct item analysis, reliability analysis, and exploratory factor analysis. Then, we included another 1,647 university students to conduct confirmatory factor analysis and to analyze individual differences. The findings in this study suggest that the developed inventories have good reliability and validity. The three inventories can therefore provide effective instruments for related studies. Moreover, this study found that the participants had above-average degree of knowledge management, self-regulation, and meaning making ability in e-learning, which suggests that the emphasis of e-earning in higher education in recent years is quite successful. This study also found that those who engaged in e-learning for a long period of time performed better in IKME, ISRE, and IMME than their counterparts. Teachers can integrate e-learning into their instruction and encourage students to use different e-learning interfaces to improve their learning.