後疫情時代如何促進公務人員數位學習動機與學習效能之研究：工作熱情之調節效果

How to Promote Digital Learning Motivation and Learning Effectiveness of Civil Servants in the Post COVID-19 Pandemic: Moderating Effect of Work Passion

在數位政府與雙語國家的政策目標下，政府持續推動公務人員數位化學習，而受到全球新冠肺炎疫情影響，線上學習方式成為主流學習管道，在後疫情時代如何促進學校組織的公務人員之數位學習動機與個人工作熱情，以促進個人成長、能力提升，以及將所學應用於工作場域以達到學習效能，是相當值得探討的議題。本研究主要探討透過數位學習的方式，國立大專校院公務人員具備的學習動機所帶來之效益，以及工作熱情之影響，採用量化問卷調查法，將回收之335份有效樣本進行結構方程模式分析。研究發現，數位學習動機與和諧式熱情對學習效能有正向顯著的影響，強迫式熱情對學習效能有負向顯著的影響，和諧式熱情對於數位學習動機與學習效能之間的關聯性具有正向調節效果，但強迫式熱情則無出現調節效果。本研究提供學校相關組織及未來研究之參考建議。

Under the policy goals of digital government and bilingual nation, the government continues to promote digital learning for civil servants. Online learning has become a mainstream learning channel under the impact of COVID-19 pandemic. It is an important issue for educational organizations to promote learning motivation and achieve learning effectiveness of civil servants in the post COVID-19 pandemic. This study mainly explores the relationships between digital learning motivation, work passion, and learning effectiveness of civil servants in colleges. This study employed quantitative survey method and structural equation modelling to analyse 335 research sample. The results indicated that digital learning motivation and harmonious passion have positive and significant effects on learning effectiveness. Obsessive passion has negative and significant effect on learning effectiveness. This study further demonstrated the moderating effect of harmonious passion on the relationship between digital learning motivation and learning effectiveness. This study provides specific recommendations to relevant educational organizations and future research.