臺灣博碩士論文加值系統

大規模開放線上課程 (Massive Open Online Course) 在2012年起在全球快速發展，由Sebastian 創立的Udacity以及華裔教授Andrew Ng , Daphne Koller創立的Coursera開始，在全球透過MOOC平台進行數位學習的學習者已超過1,600萬人，數位學習成為一股全球浪潮，New York Times因此稱2012年為MOOC元年。而透過MOOC平台學習需要較高的自主學習能力，Daphne Koller稱在Coursera中最後能修課完畢得到證書的最終只有5%，完成課程及得到證書者在MOOC學習者中少之又少。
本研究採用五大人格特質構面並透過問卷調查法，探討何種人格特質的學習者會願意使用MOOC平台學習並探討人格特質是否會影響其課程完成率，研究結果發現：
1.外向性對於MOOC課程完成率有正向關係
2.親和性對於MOOC課程完成率有正向關係
3.勤勉審慎性對於MOOC課程完成率有正向關係
4.開放學習性對於MOOC課程完成率有正向關係
根據研究結果，使用MOOC學習的學習者若人格特質中外向性、親和性、勤勉審慎性及開放學習性較高者，更有可能完成MOOC課程學習並在最後得到修課證書。

MOOC (Massive Open Online Course) have globally fast development in 2012s, at first Sebastian founded Udacity, and then Andrew Ng , Daphne Koller establish Coursera. More than 16 million people learning online through MOOC platform like Udacity, Coursera, Edx, digital learning became globalization, New York Times call this wave “the year of the MOOC”. Students learning through MOOC need more motivation than traditional classroom. Daphne Koller co-founder of Coursera “In the end, only 5% learner can get the Certificate”, there is not much learner who can finish the course and get the certificate.
This research used big five factor model to discuss what personality traits may effects learner’s course completion rate, after statistics analysis the result show: more Extraversion, Agreeableness, Conscientiousness, Openness to experience have more course completion rate.

摘 要 I
Abstract II
目 錄 III
圖目錄 IV
表目錄 V
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第二章 文獻探討 4
第一節 大規模開放線上課程 4
第二節 人格特質 13
第三章 研究方法 19
第一節 研究架構 19
第二節 研究假設 20
第三節 測量變項與定義 21
第四節 資料收集及分析方法 24
第四章 實證分析 26
第一節 敘述性統計分析 26
第二節 信度分析 29
第三節 相關分析 30
第四節 迴歸分析 31
第五章 結論與建議 32
第一節 研究發現與結論 32
第二節 研究限制與後續研究 34
參考文獻 35

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