The Influence of Adult Learners‘ Self-Directed The Influence of Adult Learners‘ Self-Directed Learning Readiness and Network Literacy on Learning Readiness and Network Literacy on

Online Learning Effectiveness : A Study of Civil Online Learning Effectiveness : A Study of Civil Servants in TaiwanServants in Taiwan

Authors ：Horng-Ji Lai

Speaker ：李宗明 M99G0103

Educational Technology & Society, 14 (2), 98–106,2011.

Graduate Institute of Adult and Continuing Education, National Chi Nan University, Taiwan

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OutlineOutlineIntroduction

Literature Review

Design of the Study

Findings

Discussion

Conclusions

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IntroductionIntroductionWith the relentless advance of Internet technologies,

online learning has gained greater attention not only from schools and private organizations, but also from the public sectors.

Civil servants’ skills and knowledge are continually updated and refreshed has become a serious and urgent issue.

Online learning has become a favorite choice for providing training and development needs in government organizations because it provides a cost-effective and timely learning vehicle.

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IntroductionIntroduction

Online learning is still in a relatively new domain of adult education practice, and its advanced and unique features require adult learners to have some preparations and skills beforehand.

As more professions recognize the importance of human resource development and developing their practitioners to be lifelong learners, research and theories building on SDL are in need of fresh questions, especially the impact of online instruction.

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Literature ReviewLiterature Review-SDL-SDL

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Self-Directed Learning(自我導向學習 )

◦A linear and continuum model

◦ Interactive

◦ Instructional models

Literature ReviewLiterature Review-SDL-SDL

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Song and Hill (2007)

The three main characteristics of personal attributes in which learners take responsibility for their own self-directed learning.

◦Use resource

◦Use strategy

◦Motivation

Literature ReviewLiterature Review-SDL-SDL

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Two popular Likert-type instruments for evaluating SDLR.

◦Guglielmino’s Self-Directed Learning Readiness Scale (SDLRS)

◦Oddi’s Continuing Learning Inventory (OCLI)

Literature ReviewLiterature Review-SDLRS-SDLRS

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Developed and modified by Guglielmino (1977)

Teng (1995) first translated SDLRS into Chinese, and the translated version has been modified by some experts.

◦Questions number was reduced from 58 to 55

◦ The original eight factors were decreased to six aspects

Literature ReviewLiterature Review-N-Networketwork LiteracyLiteracy

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McClure (1994) used the term “network literacy” to portray one’s ability to identify, access, and use electronic information from the network.

◦Knowledge

◦ Skills

Design of the StudyDesign of the Study-Instrument Selection-Instrument Selection

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A pilot study was administered to test the reliability of the survey instrument.

◦ 82 participants from the Nantou County government were invited.

◦ The instrument contained 50 Likert-type items of a 5-point rating scale 4 dimensions of SDLR 2 dimensions of network literacy 4 dimensions of online learning effectiveness.

Design of the StudyDesign of the Study-Instrument Selection-Instrument Selection

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題 目 類 型 題目數量

Cronbach’s Alpha

Self-Directed Learning Readiness( 自我導向學習傾向 )    Active learning(主動學習 ) 6 0.84

Independent learning(獨立學習 ) 4 0.71Love of learning(熱愛學習 ) 6 0.87Creative learning(創造學習 ) 4 0.72

Network Literacy( 網路素養 )    Internet skill(網路能力 ) 5 0.89

Information evaluation(資訊評估 ) 5 0.91Online Learning Effectiveness( 線上學習效果 )    

Satisfaction(滿意度 ) 5 0.71Participation(參與 ) 5 0.83

Learning achievement(學習成果 ) 5 0.92Self-efficacy(自我效能 ) 5 0.90

Reliability of pilot test of the instrument.

Design of the StudyDesign of the Study-Participants and Setting-Participants and Setting

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A total of 283 regional civil servants voluntarily participated in this study.

The training program consisted of 180 courses.

Learners who completed a course can get 1 or 2 credit hours and each participant was asked to finish at least 5 credits.

Design of the StudyDesign of the Study-Participants and Setting-Participants and Setting

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283 regional civil servants distributed

Gender Quantity Scale

female 138 48.8%

male 145 51.2%

Age range Scale

30 years old or younger 30%

31-40 25.1%

41-50 34.5%

51 or older. 10.6%

Design of the StudyDesign of the Study-Participants and Setting-Participants and Setting

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283 regional civil servants educational distributed

Educational Quantity Scale

College graduates 226 79.9%

Hold master (or above) 40 14.1%

A high school diploma or lower 14 6.0%

Design of the StudyDesign of the Study-Participants and Setting-Participants and Setting

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題 目 類 型 平均值(M)

標準偏差 (SD)

Self-Directed Learning Readiness( 自我導向學習傾向 )    Active learning(主動學習 ) 3.87 0.55

Independent learning(獨立學習 ) 3.77 0.58Love of learning(熱愛學習 ) 4.03 0.57Creative learning(創造學習 ) 3.63 0.61

Network Literacy( 網路素養 )    Internet skill(網路能力 ) 4.00 0.63

Information evaluation(資訊評估 ) 3.76 0.67Online Learning Effectiveness( 線上學習效果 )    

Satisfaction(滿意度 ) 3.44 0.70Participation(參與 ) 3.01 0.88

Learning achievement(學習成果 ) 3.50 0.66Self-efficacy(自我效能 ) 3.99 0.66

Mean and standard deviation of variables.

FindingsFindings

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The love of learning was rated highest in the SDLRS. (M = 4.03, SD = 0.57)

Internet skill received a better score than information valuation in the network literacy scale.(M = 4.00, SD = 0.63)>(M = 3.76, SD = 0.67)

The analyses’ outcome of civil servants’ self-efficacy in online courses was favorable on the online learning effectiveness scale.(M = 3.99, SD = 0.66)

FindingsFindings

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年齡 平均值 (M) 標準偏差 (SD)

30歲或以下 3.87 0.59

31-40 4.04 0.54

41-50 4.10 0.54

51歲或以上 4.12 0.65

The mean scores and standard deviations of these four age groups on the love of learning dimension.

FindingsFindings

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量表 相關係數Active learning(主動學習 ) 0.51**

Independent learning(獨立學習 ) 0.40**

Love of learning(熱愛學習 ) 0.48**

Creative learning(創造學習 ) 0.46**

Correlation of the SDLR subscales and online learning effectiveness score.

FindingsFindings

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Correlation of the network literacy subscales and online learning effectiveness score.

量表 相關係數Internet skill(網路能力 ) 0.48**

Information evaluation(資訊評估 )

0.54**

FindingsFindings

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Three variables － active learning, love of learning, and independent learning, tend to be associated with online learning effectiveness scores. The prediction equation for the standardized variables is as follows:

◦ 線上學習成效 =.27主動學習 -.01創造學習 +.20熱愛學習 +0.19獨立學習

The two variables of network literacy significantly predicted online learning effectiveness scores. The predicted standardized regression equation can be written as follows:

◦ 線上學習成效 =.20網路能力 +.39資訊評估

DiscussionDiscussion

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That civil servants’ SDLR was positive.

That civil servants enjoyed learning new knowledge and the learning content might be useful for their work.

Most civil servants were confident about their Internet skills, and confident of being able to tap into vast resources on the course web.

DiscussionDiscussion

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Two survey questions obtained relatively low scores with regard to learners’ participation.

This study examined that older learners showed more positive enjoyment toward learning than younger learners.

ConclusionsConclusions

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The resultant findings revealed that civil servants’ SDLR and network literacy were positive.

That civil servants’ SDLR was critical in determining their online learning success.

This study could help human resource development professionals with the issues involving organizing online training and paying careful attention to provide the best conditions.