本研究旨在探討在數位學習環境中，不同程度自我導向學習者的學習歷程之差異。研究採用質性個案研究方法，並鎖定兩個課程個案進行分析。個案課程來自二所公立大學，課程屬性為師資培育體系下的數位學習相關領域。本研究在課前先利用自我導向學習測量工具，將學生分為高和低程度的自我導向學習者。18週課程結束後進行半結構式訪談，並使用內容分析法作為質性研究工具進行資料的轉譯與分析。透過兩個個案的質性資料結果發現，高程度自我導向學習者比低程度者在主動學習、主動控制與自我效能的向度上，有更好的表現；而動機層面來看，高程度自我導向學習者的內在動機較強，低程度者則外在動機較強。建議未來設計數位學習課程時，尤其針對低程度自我導向學習者，可以嘗試提供個別化的支援和引導，以支持他們的學習。

This study explores the difference in learners' learning processes with varying levels of self-directed learning in a digital learning environment. The research adopts a qualitative case study approach, focusing on analyzing two selected course cases. These courses are from two public universities and fall under the domain of digital learning within the teacher education system. Self-directed learning questionnaires were utilized to categorize students into high and low levels of self-directed learners. Semi-structured interviews were conducted after 18 weeks of courses and then the employment of content analysis method as a research tool for the translation and data qualitative analysis. Based on the data from the two cases, high-level self-directed learners outperformed their counterparts with low-level self-directed learning in terms of “Initiative”, “Control”, and “Self-efficacy” dimensions. On the dimension of motivation, we found that high-level self-directed learners exhibited a higher intrinsic motivation. In contrast, low-level self-directed learners demonstrated a higher reliance on extrinsic motivation. These findings suggest that in designing digital learning courses, particularly for low-level self-directed learners, providing individualized support and guidance may be beneficial to enhance their learning experience.

自我導向學習; 學習歷程; 數位學習環境; 質性分析; 個案研究

Self-directed Learning (SDL);  Learning Process;  Digital Learning;  Environment;  Qualitative Study; Case Study