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| Title: | 影響高等教育學生數位學習準備度因素之後設分析
A Meta-analysis of the Antecedents of E-Learning Readiness in Higher Education Students |
| Authors: | 劉沛毓
Liu, Pei-Yu |
| Contributors: | 吳政達
Wu, Cheng-Ta
劉沛毓
Liu, Pei-Yu |
| Keywords: | 數位學習準備度
電腦自我效能
網路自我效能
線上溝通自我效能
自主學習
學習者控制
數位學習動機
高等教育
後設分析
E-learning readiness
Computer self-efficacy
Internet self-efficacy
Online communication self-efficacy
Self-directed learning
Learner control
Motivation towards e-learning
Higher education
Meta-analysis |
| Date: | 2025 |
| Issue Date: | 2025-08-04 14:35:53 (UTC+8) |
| Abstract: | 本研究採後設分析方法探討影響高等教育學生數位學習準備度的相關因素。透過系統性搜尋Scopus與Web of Science資料庫，篩選與高等教育學生數位學習準備度相關的期刊論文，最終截至2024年共納入8篇研究作為分析樣本，探究電腦自我效能、網路自我效能、線上溝通自我效能、自主學習、學習者控制與數位學習動機等六項變項與數位學習準備度之間的相關性影響程度之差異。
研究結果顯示，這六項變項均與高等教育學生的數位學習準備度呈現中度至高度的正相關。效果量由高至低依序為自主學習（0.7945）>學習者控制（0.7673）>線上溝通自我效能（0.6942）>數位學習動機（0.6312）>電腦自我效能（0.5833）>網路自我效能（0.5564），以上可得知自主學習對數位學習準備度具有最顯著的影響。
依據研究結果，數位學習準備度為多面向構念，其中自主學習影響最大，建議教育工作者應著重培養學生的自主學習能力，而不僅侷限於技術操作層面的提升。未來研究應納入多元變項，檢驗不同條件下自主學習對學習成效的增強作用，並透過結構方程模型建構理論，提供實證與教學策略依據。
This study conducted a meta-analysis of the antecedents of E-Learning Readiness (ELR) in higher education students. A systematic search of the databases Scopus and Web of Science was performed, and eight studies published up to 2024 were selected based on predetermined inclusion criteria. This meta-analysis explored the associations between ELR and six antecedent variables: Computer Self-Efficacy (CSE), Internet Self-Efficacy (ISE), Online Communication Self-Efficacy (OCS), Self-Directed Learning (SDL), Learner Control (LC), and Motivation toward E-Learning (ML), aiming to compare the strength of these relationships.
The results indicated that all six variables demonstrated moderate to strong positive correlations with E-Learning Readiness among higher education students. The effect sizes, ranked from highest to lowest, were: Self-Directed Learning (0.7945) > Learner Control (0.7673) > Online Communication Self-Efficacy (0.6942) > Motivation toward E-Learning (0.6312) > Computer Self-Efficacy (0.5833) > Internet Self-Efficacy (0.5564). These findings reveal that Self-Directed Learning has the most significant impact on E-Learning Readiness.
Based on the study findings, E-Learning Readiness comprises multiple dimensions, with Self-Directed Learning having the greatest influence. It is recommended that educators focus on cultivating students' self-directed learning abilities rather than limiting efforts solely to improving technical operational skills. Future research should incorporate diverse variables to examine the enhancing effects of self-directed learning on learning outcomes under different conditions, and employ structural equation modeling to construct theoretical frameworks that provide empirical evidence and instructional strategy foundations for educational practice. |
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| Description: | 碩士
國立政治大學
學校行政碩士在職專班
110911012 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110911012 |
| Data Type: | thesis |
| Appears in Collections: | [學校行政碩士在職專班] 學位論文
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