網路學習在高等教育中日趨蓬勃發展，網路學習者成為虛擬教室的中心角色，其學習情況成為了重要課題。所以本研究旨在瞭解網路學習者之自我效能、自主學習與學習投入之情形與相關程度，並以網路學習者個人背景變項進行差異比較。自主學習包含目標設定、環境建構、任務策略、時間管理、尋求協助與自我評鑑等六個構面；而學習投入包含行為投入、情感投入與認知投入三個構面。本研究採問卷調查法，採以李克特五等量表方式計算，整份問卷整體信度Cronbach’α值為.936。本研究針對淡江大學隨機抽樣共計八班遠距非同步課程，問卷共發出405份，有效問卷共計回收370份，本研究結果如下：（1）淡江大學網路學習者之學習自我效能、自主學習能力與學習投入程度有待加強。（2）網路學習者之性別在學習自我效能、自主學習及學習投入無顯著差異。（3）網路學習經驗次數越多，在學習投入的感知狀況就越高。（4）網路學習自我效能、網路自主學習與網路學習投入間關係為顯著正相關。（5）網路學習自我效能可用來預測學習成績，但網路自主學習與網路學習投入則無法。

Development of online learning in higher education is booming, and online learner become the central role in virtual classroom, so that learners’ learning situation has became an important issue. In this study, the goal is to explore the relationship among learning self-efficacy, self-regulated learning and learning engagement of online learners as well as to estimate these variables according to their background. Variable as self-regulated leaning contains goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation, and online learning engagement contains behavioral engagement, emotional engagement and cognitive engagement. This study makes use of questionnaire survey based on five-point Likert scale, the overall reliability of the scale on standardized Cronbach’s Alpha is .936(n=370 on 50 items). After data collection and analysis, the results indicate that 1) Tamkang University online learners’ learning self-efficacy, self-regulated learning and learning engagement have yet to be improved. 2) The gender had no significant difference among learning self-efficacy, self-regulated learning and learning engagement. 3) The more online learning experiences learners had, the higher perception of learning engagement they got. 4) Significant positive correlation exists among online learning self-efficacy, self-regulated learning and learning engagement. 5) Students’ online learning self-efficacy can predict their semester grade but self-regulated learning and learning engagement.

目錄
第一章	緒論	1
第一節	研究背景與動機	1
第二節	研究目的與待答問題	5
第三節	重要名詞定義	6
第四節	研究範圍與限制	7
第二章	文獻探討	9
第一節	網路學習	9
第二節	學習自我效能	14
第三節	自主學習	18
第四節	學習投入	25
第五節	自我效能、自主學習與學習投入之相關研究	28
第三章	研究方法	33
第一節	研究架構	33
第二節	研究流程	34
第三節	研究工具	35
第四節	研究對象	42
第五節	資料處理	43
第四章	研究結果與分析	45
第一節	背景資料與自我效能、自主學習及學習投入之描述性統計	45
第二節	學習自我效能、自主學習與學習投入之相關分析	48
第三節	學習自我效能、自主學習與學習投入之多元迴歸分析	50
第四節	學習自我效能、自主學習與學習投入對學習成績之預測	56
第五節	背景變項對學習自我效能、自主學習與學習投入之差異分析	57
第五章	結論與建議	63
第一節	研究結論	63
第二節	建議	65
參考文獻	67
中文部分	67
英文部分	70
附錄	77
附錄一：網路學習之自我效能、自主學習與學習投入相關研究	77
附錄二：網路學習者之學習自我效能、自主學習與學習投入調查問卷	82

表目錄
表2-3-1自主學習定義整理	20
表2-3-2自主學習的六個層面	23
表3-3-1個人背景變項	35
表3-3-2網路學習自我效能量表	36
表3-3-3網路自主學習各構面	37
表3-3-4學習投入各構面	39
表3-3-5量表各構面之題項及信度	41
表4-1-1個人背景變項統計分析	46
表4-1-2網路學習者自我效能、自主學習及學習投入之現況分析	47
表4-2-1網路學習者之學習自我效能、自主學習與學習投入之相關係數表	49
表4-3-1網路學習自我效能對網路自主學習各構面迴歸分析表	51
表4-3-2網路學習自我效能對網路學習投入迴歸分析表	52
表4-3-3網路自主學習對網路學習投入之迴歸分析表	54
表4-5-1學習自我效能、網路自主學習與網路學習投入對學期成績之迴歸分析表	56
表4-5-1性別於網路學習自我效能、網路自主學習與網路學習投入之差異分析	58
表4-5-2網路學習經驗對網路學習自我效能與網路自主學習差異分析摘要表	59
表4-5-3網路學習經驗對網路學習投入各構面差異分析摘要表	60

 
圖目錄
圖2-2-1效能期望與結果期望的區分	15
圖2-3-1自主學習概念內涵	19
圖2-3-2三元交互決定論模式	21
圖2-3-3自主學習的三元模式	22
圖3-1-1研究架構圖	33
圖3-2-1研究流程	34

中文部分
王金國（2001）。成功學習的關鍵~自我調整學習，課程與教學，5(1)，145-164。
王家健（2011）。淡江大學學生學習投入與學習信心之關係研究（未出版之碩士論文）。淡江大學，新北市。
任翌瑜（2011）。大學生人格特質、自主學習對於網路學習成效之影響（碩士論文）。取自http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22099MCU05331033%22.&searchmode=basic
吳聲毅（2008）。數位學習觀念與實作。臺北市：學貫行銷。
沈俊毅（譯）（2007）。遠距教學與學習-遠距教育的基礎(原作者：Simonson M., Smaldino S., Albright M., ＆ Zvacek S.)。臺北市：心理。
林心茹（譯）（2000）。自律學習（原作者：Barry J. Zimmerman, Sebastain Bonner & RobertKovach）。臺北市：遠流。
林甘敏、陳年興（2002）。網路大學學習問題。資訊管理研究，4(2)，65-85。
林建平（2005）。自律學習的理論與研究趨勢。國教新知，52(2)，8-25。
林燕珍（2008）。數位教育與網路學習。2008數位學習白皮書，32-33。臺北市：數位典藏與數位學習國家型科技計畫辦公室。
高申春（2001）。人性輝煌之路－班杜拉的社會學習理論。臺北：貓頭鷹出版社。
高瑜璟 (2006)。數位學習—學習的新趨勢。網路社會學通訊期刊，57。
張春興（2009）。現代心理學。臺北：東華書局。
教育部電子報（2011）大專院校數位學習精彩成果展現，教育部電子報，451 。2012年11月5日，取自http://epaper.edu.tw/topical.aspx?period_num=451&page=0
教育部遠距教學交流際認證網（2009）。數位學習認證說明。2011年10月2日，取自http://ace.moe.edu.tw/b04_1.php
梁雲霞（2006）。從自主學習理論到學校實務—概念架構與方案發展。當代教育研究，14（4），171-206。
許家驊（2008）。國小數學解題自我調節表現量表之編製發展研究。教育與心理研究，31（4），115-146。
陳年興、楊錦潭（2006）。數位學習：理論與實務。臺北市：博碩文化。
陳國棟（2008）。數位學習計畫願景與策略總述。2008數位學習白皮書，26-31。臺北市：數位典藏與數位學習國家型科技計畫辦公室。
程炳林（2002）。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報，33（2），79-102。
毓民（2006）。我國推動數位學習政策。2005-2006數位學習，2- 9。臺北：數位學習國家型科技計畫辦公室。
鄒景平（2003）。數位學習概論。載於資策會教育訓練處講師群（著），數位學習最佳指引（頁1-1–1-24）。台北，資訊工業策進會教育訓練處。
鄒景平（2006）。數位學習的四項要素。研習論壇理論與實務，71，24-29。
臺灣教育傳播暨科技學會（2009）。教育科技－理論與實務(上冊)。臺北市：學富文化。
劉旨峰、簡佩芯（2009）。非同步討論區與形成性教學評鑑之個案探討。數位學習科技期刊，1(2)，112-126。
劉佩雲（2002）。自我調整學習的課程與教學。課程與教學季刊，5（3），35-48。
蔡崇元（2001）。網路教學者教學互動策略之研究—以大學推廣教育教師為例（碩士論文）。取自http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22089NTNU0205006%22.&searchmode=basic
賴英娟、巫博瀚（2007）。自我調整學習理論在網路情境的應用。研習資訊，24（4），27-34。
顏春煌（2010）。數位學習：觀念、方法、實務、設計與實作。臺北市：基峯資訊。
魏麗敏、黃德祥（2001）。國中與高中學生家庭環境、學習投入狀況與自我調節學習及成就之研究。中華輔導學報，10，63-118。
羅洪賢（2012）。循人中學高中學生自我調整學習與數學學業成就關係之研究（未出版之碩士論文）。國立彰化師範大學，彰化市。
 
英文部分
Appleton, J. J., Christenson S. L., Furlong M. J. (2008).Student engagement with school：Critical Conceptual and Methodological Issues of the construct. Psychology in the Schools, 45(5), 369-386.
Appleton, J.J., Christenson, S.L., Kim, D., & Reschly, A. (2006). Measuring cognitive and psychological engagement: validation of the student engagement instrument. Journal of School Psychology, 44(5), 427-445.
Artino, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. The Internet and Higher Education, 12(3-4), 146-151. doi:10.1016/j.iheduc.2009.02.001
Bandura, A. (1977). Self-efficacy：Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1986). Social foundations of thought and action：a social cognitive theory. Englewood Cliffs, NJ：Prentice-Hall.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(5), 248–287.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologiest, 28(2), 117-148.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1-6.
Barnard, L., Paton, V. O., & Lan, W. Y. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. International Review of Research in Open and Distance Learning, 9(2), 1-11.
Bowen, S. (2005). Engaged learning: Are we all on the same page? Peer Review , 7(2), 4-7.
Chen, P. D., Lambert, A. D. and Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54(4),  1222-1232. doi:10.1016/j.compedu.2009.11.008
Cheurprakobkit, S., Hale, D.F., & Olson, J.N. (2002). Technicians' perceptions about Web-based courses: The University of Texas system experience. The American Journal of Distance Education, 16(4), 245-258.
Choden, A. (2000, August ). How to succeed as an online facilitator. Retrieved from http://trainingthetrainers2010.pbworks.com/f/How+to+Succeed+as+an+Online+Facilitator.pdf
Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 88-108.
Dembo, M. H., Junge, L. G., & Lynch, R. (2006). Becoming a self-regulated learner: Implications for web-based education. In H. O'Neil (Ed.), Web-based learning: Theory, research, and practice (pp. 185-202). Mahwah, NJ: Lawrence Erlbaum Associates.
DeTure, M. (2004). Cognitive style and self-efficacy: Predicting student success in online distance education. American Journal of Distance Education, 18(1), 21-38.
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391-409. doi:10.1007/s10648-008-9083-6
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.
Economist Intelligence Unit.（2009）E-readiness rankings 2009：The usage imperative. Retrieved from http://graphics.eiu.com/pdf/E-readiness%20rankings.pdf
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2),117-142. Retrieved from http://www.jstor.org/stable/10.2307/1170412
Finn, J. D. (1993). School engagement and students at risk. Washington, DC: NationalCenter for Education Statistics. Retrieved from http://nces.ed.gov/pubs93/93470.pdf
Fredricks, J. A., Phyllis, B., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.doi: 10.3102/00346543074001059
Furrer, C., & Skinner, C. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162.  doi: 10.1037/0022-0663.95.1.148
Garrison, D. R. (1993). A cognitive constructivist view of distance education: An analysis of teaching-learning assumptions. Distance Education, 14(2), 199-211.
Gibson, C. C. (1998). The distance learner in context. In Chere Campbell Gibson (Ed.),Distance learners in higher education: Institutional responses for quality outcomes. Madison, WI: Atwood.
Gist, M.E. (1987). Self-efficacy: Implications for organizational behavior and human resource management. Academy of Management Review, 12(3),472-485.
Goodyear, p., Salmon, G.J., Steeples, C., & Tickner, S. (2001). Competences for online teaching : a special report. Educational Technology, Research and Development, 49(1), 65-72. Retrieved form http://www.eurolinguaict.net/downloads/Barcelona/Modulo01/Competences+for+online+teaching.pdf
Greene, J. A., Moos, D. C., & Azevedo, R. (2011). Self-regulation of learning with computer-based learning environments. New Directions for Teaching and Learning, 2011(126), 107-115. doi: 107–115. doi: 10.1002/tl.449
Hoostein, Ed. (2002, June). Wearing four pairs of shoes: The roles of e-learning facilitators. ASTD. Retrieved from http://www.astd.org/Publications/Newsletters/Learning-Circuits/Learning-Circuits-Archives/2002/Wearing-Four-Pairs-of-Shoes
Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Haag, B. B. (1995). Constructivism and computer-mediated communication in distance education. The American Journal of Distance Education, 9(2), 7-26.
Joo, Y.J., Bong, M., & Choi, H.J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in Web-based instruction. Educational Technology Research and Development, 48(2), 5-17.
Krause, K-L. (2005). Understanding and Promoting Student Engagement in University Learning Communities. Centre for the Study of Higher Education, University of Melbourne. Retrieved from http://www.deakin.edu.au/herg/assets/resources/StudengKrause.pdf 
Lea, S.J., Stephenson, D., Troy, J. (2003). Higher education students’ attitudes toward student-centred learning: Beyond ‘educational bulimia’?. Studies in Higher Education , 28(3)321-334.
Lee, B.C., Yoon, J.O., & Lee, I. (2009). Learners’ acceptance of e-learning in South Korea: Theories and results. Computers & Education, 53(4), 1320-1329.
Lee, C.-Y., & E. L. Witta (2001). Online students’ perceived self-efficacy: Does it change? Paper presented at the Association for Education Communications and Technology (AECT) International Convention, Atlanta, GA., 228-233.
Lee, S.W.-Y., & Tsai, C.-C. (2011). Students’ perceptions of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning. Computers in Human Behavior, 27(2), 905-914. 
Margolis, H. (2005). Increasing struggling learners’self-efficacy: what tutors can do and say. Mentoring and Tutoring, 13(2), 221-238. doi: 10.1080/13611260500105675
Markauskaite, L. (2006). Gender issues in preservice teachers' training: ICT literacy and online learning. Australasian Journal of Educational Technology, 22(1), 1-20.  Retrieved from http://www.ascilite.org.au/ajet/ajet22/markauskaite.html
Matuga, J. M. (2009). Self-Regulation, Goal Orientation, and Academic Achievement of Secondary Students in Online University. Courses. Educational Technology & Society, 12 (3), 4–11.
Moore, M.G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6. Retrieved from http://www.gwu.edu/~ed220ri/reading/Moore_Interaction.pdf
Narciss, S., Proske, A., & Koerndle, H. (2007). Promoting self-regulated learning in web-based learning environments. Computers in Human Behavior, 23(3), 1126-1144. doi:10.1016/j.chb.2006.10.006
Newmann, F. M. (1989). Student engagement and high school reform. Educational Leadership. 46(5), 34-36. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198902_newmann.pdf
Norris, C., Pignal, J., & Lipps, G. (2003). Measuring school engagement. Education Quaterly Review, 9(2), 25-34. 
Paris, S. G. & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.
Pintrich, P. R. (1995). Understanding Self-Regulated Learning. New directions for Teaching and Learning,(1995)63,3-12. doi: 10.1002/tl.37219956304
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M., Boekaerts, & P. R., Pintrich. (Eds.) Handbook of Self-regulation(pp.451-502). San Diego: Academic Press.
Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic perfor-mance. Journal of Educational Psychology, 82(1), 33-44.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1991). A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, Michigian: National Center for Research to Improve Teaching and Learning, School of Education, The university Michigan. Retrieved from http://www.eric.ed.gov/PDFS/ED338122.pdf
Prat-Sala, M., & Redford, P. (2012). The interplay between motivation, self-efficacy, and approaches to studying. British Journal of Educational Psychology, 80(2), 283-305. doi: 10.1348/000709909X480563
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1, On the Horizon, 9(5), 1-6. doi:10.1108/10748120110424816 
Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. The American Journal of Distance Education, 22, 72-89. doi: 10.1080/08923640802039024
Richardson, J. T. E. (2007). Motives, attitudes and approaches to studying in distance education. Higher Education, 54(3), 385–416. doi:10.1007/s10734-006-9003-y
Rodgers, T. (2008). Student engagement in the e-learning process and the impact on their grades. International Journal of Cyber Society and Education, 1(2), 143-156.
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. doi:10.1007/s11165-005-3917-8
Schunk, D. H. (1984).  Self-efficacy perspective on achievement behavior. Educational Psychologist, 19(1), 48-58. doi:10.1080/00461528409529281
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231. doi:10.1080/00461520.1991.9653133
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effect of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.
Sun, J. C.-Y., & Rueda, R. (2012). Situational interest, computer self-efficacy and self-regulation: their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204.
Tsai, C.-W. (2012). An effective online teaching method: the combination of collaborative learning with initiation and self-regulation learning with feedback. Behavior & Information Technology. Advance online publication. doi:10.1080/0144929X.2012.667441
Tuckman, B. W. (2007). The effect of motivational scaffolding on procrastinators’ distance learning outcomes. Computers & Education, 49(2), 414-422.
Van den Boom, G., Paas, F., Van Merrienboer, J. J. G., & Van Gog, T. (2004). Reflection prompts and tutor feedback in a web-based learning environment: effects on students’ self-regulated learning competence. Computers in Human Behavior, 20(4), 551-567.
Vrasidas, C., & McIsaac, M. (2000). Principles of pedagogy and evaluation of Web-based learning, Educational Media International, 37(2), 105-111.
Wang, A. Y., & Newlin, M. H. (2002). Predictors of web-student performance: the role of self-efficacy and reasons for taking an on-line class. Computers in Human Behavior,18(2), 151-163.
Wang, S.-L., & Wu, P.-Y., (2008). The role of feedback and self-efficacy on web-based learning: The social cognitive perspective. Computer & Education, 15(4), 1589-1598. doi:10.1016/j.compedu.2008.03.004
Yukselturk, E., & Bulut, S. (2009). Gender differences in self-regulated online learning environment. Educational Technology & Society, 12 (3), 12-22.
Yusuf, M. (2011). Investigating relationship between self-efficacy, achievement motivation, and self-regulated learning strategies of undergraduate Students: A study of integrated motivational models. Procedia Social and Behavioral Sciences, 15(485), 2614-2617. doi:10.1016/j.sbspro.2011.04.156
Zhang, J., Li, F., Duan, C., & Wu, G. (2001). Research on Self-efficacy of Distance Learning and its Influence to Learners’ Attainments. In C. H. Lee (Eds.), Proceedings of the International Conference on Computers in Education (ICCE)/ SchoolNet 2001 (pp. 1510-1517). Incheon, South Korea: Incheon National University of Education. 
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement：An overview. Educational Psychologist, 25(1),3-17. 
Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2-3), 73-86.
Zimmerman, B. J. (2000). Attaining self-regulated learning: A social-cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.