高齡自主學習團體社會影響力成效調查之研究

A study of Social Impact of Older Adult Self-Directed Learning Groups' Implementation

臺灣過去對於高齡者終身學習計畫之實施，均採機構式的推動方式，教育部從2016年開始辦理「高齡自主學習團體終身學習活動試辦計畫」，以增進高齡者互動與連結，激發高齡者終身學習。高齡自主學習團體推動至今已邁入第五年，相較於機構式的學習，此種學習模式產生的社會影響力為何，實有必要進一步的分析與探究，有鑑於此，本研究聚焦於高齡自主學習團體的運作層面，針對「108年度推動高齡自主學習團體實施計畫」，從團隊幹部（包括：帶領人及核心幹部）的觀點分析其社會影響力，以提供未來高齡自主學習團體運作之參考。整體而言，研究目的如下：（1）瞭解團隊幹部的團隊合作能力；（2）瞭解高齡自主學習團體的社會影響力；（3）探討影響團隊合作能力的關鍵要素；（4）探討影響社會影響力的關鍵要素。

In the past, the implementation of lifelong learning programs for older adults in Taiwan had been promoted in the way of institutionalization. In order to enhance the interactions and connections among the older adults, and motivate them to engage in lifelong learning, the Ministry of Education (MOE) has devoted to promote“Older Adult Self-Directed Learning Groups”since 2016 and now the program has ushered in its fifth year. Compared with institutional learning, the social impact of this learning model is necessary to do some further analysis and investigation. Based on this perspective, this study focuses on the operational aspects of the older adult self-directed learning groups, and analyzes the social impact of“2019 Implementation Program for Older Adult Self-Directed Learning Groups”from the perspectives of the cadres (including the leaders and the core cadres), in order to provide a reference for the future operation of the older adult self-directed learning groups. Overall, the purposes of this study are as follows: (1) to understand the teamwork skills of the cadres; (2) to understand the social impact of the older adult self-directed learning groups; (3) to explore the key factors which affect the teamwork skills; (4) to investigate the key factors which affect the social impact.