學習前置變項、學習品質對開放式課程效用之預測力：來自大學生與外部學習者的初步證據

The Role of Learning Antecedents and Quality in Predicting OpeCourseWare Utility: Preliminary Evidence From University and Public Learners

開放式課程是指由全球不同大學出版的數位課程。本研究呈現大學生與外部學習者知覺到教學者魅力的重要性、獨立存取性如何解釋開放式課程的學習品質（即學習效率、內容有用性）與結果（即學習有效性、內容滿意度、開放式課程的未來使用）。這個開放式課程來自一所臺灣的大學，以科學與工程的課程聞名。七個變項與人口統計訊息以問卷方式調查，後續使用Mplus 7.11版進行分析。單組的分析結果（針對大學生、外部學習者各自分析）驗證了教學者魅力的重要性，獨立存取性可直接預測學習品質，亦可透過品質間接預測學習結果。多組分析結果也值得注意。在大學生的知覺中，教學者魅力的重要性、學習有效性負向解釋內容滿意度；在外部學習者的知覺中，這兩個變項卻能正向解釋內容滿意度。大學生所知覺到三條路徑的解釋力強度大於外部學習者：一、從教學者魅力的重要性到內容有用性；二、從內容有用性到內容滿意度；三、從內容有用性到開放式課程的未來使用。文末討論開放式課程對不同使用者的效用意涵。

OpenCourseWare (OCW) denotes digital free college-lessons published by worldwide universities. The study reports on university learners’ (n = 127) and public learners’ (n = 86) perceptions of roles of instructor-charisma importance and independent access in explaining OCW learning quality (i.e., learning efficiency, content usefulness) and outcomes (i.e., learning effectiveness, content satisfaction, future use of OCW). The OCW was developed at a university in Taiwan, and featured with science-engineering-related courses. The seven variables and demographic information were surveyed online by item-measures analyzed via Mplus 7.11. Results of single-group analyses (i.e., the university and public communities) confirmed instructor-charisma importance and independent access directly predict learning quality, and indirectly predict learning outcomes via quality. Results of multi-group analyses were noteworthy. Instructor-charisma importance and learning effectiveness negatively explain content satisfaction from the university learners’ perceptions, but positively from the public. The greater instructor-charisma importance and learning effectiveness the university learners endorsed, the lower content satisfaction they expressed, vice versa. From the university learner’s perceptions, three paths showed larger magnitude than their counterpart: 1) from instructor-charisma importance to content usefulness; 2) from content usefulness to content satisfaction; 3) and from content usefulness to future use of OCW. Implications for how to enhance OCW utility for varying learners are discussed.