本研究旨在探討MOOCs學員的自我效能及性別對學習動機及學習滿意度的影響。過去研究發現進行線上課程學習時，男性比女性有更高的自我效能是因為男性相較女性使用電腦較為熟悉的主要因素為線上和他人互動，但是在研究結果上仍呈現不一致。本研究以MOOCs得獎行統計分析發現性別對自我效能有影響，但對學習滿意度沒有影響；高自我效能的學員較低自我效能的學員線上課程滿意度的主要因素為完成課程的價值及效率，女性知覺線上課程滿意度課程為例，有較高的學習動機及學習滿意度；高學習動機的學員較低學習動機的學員有較文學。男性知覺課程參加學員共145人，填寫問卷人數共29人(完成率20％)。收集完資料後進高的學習滿意度。本研究依據研究結果提出相關具體建議，供課程推動平台及相關單位參考。

This research aims to investigate the effect of MOOCs student’s genders affect self-efficacy and learning satisfaction. Past researches show Male has higher self-efficacy than Female in on-line learning situation through computer; Male perceives learning satisfaction by the value and efficacy of completing course. Female perceives the interaction between people. This research picked up a rewarded MOOCs literature course as sample. Collected filled self-efficacy and learning satisfaction questionnaires on 20 of 145 participates (completion rates 20%). Finding that Gender differs significantly on self-efficacy but no effect on learning satisfaction. High self-efficacy students had higher learning motivation and learning satisfaction than the Low. High motivation students had higher learning satisfaction than the Low. This research provided the physical suggestion by research result to the platform and concerned department.

目次
謝誌	i
中文摘要	ii
英文摘要	iii
目次	iv
表次	vi
圖次	ix
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	8
第三節  名詞解釋	9
第四節  研究範圍限制  10
第二章  文獻探討	11
第一節  大規模開放式線上課程	11
第二節  線上課程的自我效能度與學習滿意度	15
第三節  性別對線上課程的影響	17
第三章  研究設計	20
第一節  研究架構	20
第二節  研究對象與問卷發放	21
第三節  研究工具	22
第四節  研究流程	27
第五節  資料處理	28
第四章 結果與討論	29
第一節  研究樣本之基本資料	29
第二節  高低自我效能對學習動機及學習滿意度之差異	35
第三節  高低學習動機對學習動機及學習滿意度之差異	37
第四節  性別對自我效能及學習滿意度之差異	39
第五章 結論與建議	41
第一節  研究結論	41
第二節  研究建議	44
參考文獻	45
附錄一 中文文獻	45
附錄二 外文文獻	48

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