1. The Influence of Adult Learners‘ Self-Directed Learning Readiness and Network Literacy on Online Learning Effectiveness : A Study of Civil Servants 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 2015/11/151

2. Outline Introduction Literature Review Design of the Study Findings Discussion Conclusions 2015/11/152

3. Introduction With 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. 2015/11/153

4. Introduction 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. 2015/11/154

5. Literature Review -SDL 2015/11/155 Self-Directed Learning( 自我導向學習 ) ◦ A linear and continuum model ◦ Interactive ◦ Instructional models

6. Literature Review -SDL 2015/11/156 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

7. Literature Review -SDL 2015/11/157 Two popular Likert-type instruments for evaluating SDLR. ◦ Guglielmino’s Self-Directed Learning Readiness Scale (SDLRS) ◦ Oddi’s Continuing Learning Inventory (OCLI)

8. Literature Review -SDLRS 2015/11/158 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

9. Literature Review -N etwork Literacy 2015/11/159 McClure (1994) used the term “network literacy” to portray one’s ability to identify, access, and use electronic information from the network. ◦ Knowledge ◦ Skills

10. Design of the Study -Instrument Selection 2015/11/1510 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.

11. Design of the Study -Instrument Selection 2015/11/1511 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 ) 60.84 Independent learning( 獨立學習 ) 40.71 Love of learning( 熱愛學習 ) 60.87 Creative learning( 創造學習 ) 40.72 Network Literacy( 網路素養 ) Internet skill( 網路能力 ) 50.89 Information evaluation( 資訊評估 ) 50.91 Online Learning Effectiveness( 線上學習效果 ) Satisfaction( 滿意度 ) 50.71 Participation( 參與 ) 50.83 Learning achievement( 學習成果 ) 50.92 Self-efficacy( 自我效能 ) 50.90 Reliability of pilot test of the instrument.

12. Design of the Study -Participants and Setting 2015/11/1512 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.

13. Design of the Study -Participants and Setting 2015/11/1513 283 regional civil servants distributed GenderQuantityScale female13848.8% male14551.2% Age rangeScale 30 years old or younger30% 31-4025.1% 41-5034.5% 51 or older.10.6%

14. Design of the Study -Participants and Setting 2015/11/1514 283 regional civil servants educational distributed EducationalQuantityScale College graduates 22679.9% Hold master (or above) 4014.1% A high school diploma or lower 146.0%

15. Design of the Study -Participants and Setting 2015/11/1515 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 ) 3.870.55 Independent learning( 獨立學習 ) 3.770.58 Love of learning( 熱愛學習 ) 4.030.57 Creative learning( 創造學習 ) 3.630.61 Network Literacy( 網路素養 ) Internet skill( 網路能力 ) 4.000.63 Information evaluation( 資訊評估 ) 3.760.67 Online Learning Effectiveness( 線上學習效果 ) Satisfaction( 滿意度 ) 3.440.70 Participation( 參與 ) 3.010.88 Learning achievement( 學習成果 ) 3.500.66 Self-efficacy( 自我效能 ) 3.990.66 Mean and standard deviation of variables.

16. Findings 2015/11/1516 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)

17. Findings 2015/11/1517 年齡平均值 (M) 標準偏差 (SD) 30 歲或以下 3.870.59 31-404.040.54 41-504.100.54 51 歲或以上 4.120.65 The mean scores and standard deviations of these four age groups on the love of learning dimension.

18. Findings 2015/11/1518 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.

19. Findings 2015/11/1519 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**

20. Findings 2015/11/1520 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

21. Discussion 2015/11/1521 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.

22. Discussion 2015/11/1522 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.

23. Conclusions 2015/11/1523 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.