大規模線上開放課程（MOOCs）為近年倍受關注之教育創新模式，結合教學影片、學習者互動與自動評分功能等機制，可減少課程實施之成本，亦能擴大學習者的觸及範疇。在我國高等教育面臨少子化，而積極尋求教學模式創新與發展終身學習之際，MOOCs將扮演著重要的角色。有鑑於此，我國亦高度重視數位學習發展，並由教育部推行多項大型計劃進行推動。MOOCs之開放性、低度教師介入與學習者多元背景等特性，突顯了自調學習的重要性，以及學習需求與目標的多元性等與傳統學習情境之差異。參看過去相關研究，多由認知層面探討影響學習者學習策略使用、學習意願與學習表現之因子，相對而言，較少研究就情緒層面之影響因子進行探討。然而，情緒是學習歷程不可或缺的體驗，學習情緒將影響學習者之認知資源使用、學習策略、學習意願，乃至於學習成效，其於學習歷程中扮演著重要的角色。為填補前述研究缺口，俾能增進MOOCs實務應用與推廣之理論基礎，本計劃將結合控制價值理論與成就目標理論，探討MOOCs學習環境因子、學習者認知評估、學習情緒，對於自調式學習與持續學習意願之影響關係。計劃成果期能做為未來國家MOOCs學習環境設計與推展教學實務設計之參考。
Massive online open courses (MOOCs) have received significant attention in recent years. With lecture videos, learner interaction and auto-grading mechanism, MOOCs are able to reach massive learners across the world without having to steer up the cost. Currently, the higher education institutes in Taiwan are facing challenges due to low birth rate. MOOCs can play a significant role in driving education innovations and promoting life-long learning in higher education sector. Foreseeing the importance of MOOCs, Taiwan has been promoting MOOCs and digital learning for years with the large scale project funded by Ministry of Education. In comparison with conventional learning context, MOOCs are open and of little instructor intervention which emphasized the importance of self-regulated learning. Moreover, MOOCs learners are also of greater diversity in terms of their prior experience and background, which introduce great diversity in their learning needs and goals. Numerous previous studies have adapted cognitive perspectives for looking into the MOOCs phenomenon. Relatively little attention have been devoted to MOOCs learners’ emotional experiences. Nonetheless, emotions play a significant role in the learning process. Learners’ achievement emotions can affect how they use cognitive resources, employ learning strategies, as well as their intention to learn and thus their learning performance. To fill the aforementioned research gap and extend the theoretical perspectives for exploring the MOOCs phenomenon. This study seeks to adapt Control-value theory and Achievement goal theory to explore the relationships among the MOOCs environmental factors, learners’ cognitive appraisals, achievement emotions, as well as self-regulated and continuance intention. The outcomes of this research proposal are expect to serve as guidelines for MOOCs learning environment design as well as promoting MOOCs instructional practices. Moreover, the proposed research framework is expected to extend the theoretical basis from the cognitive perspectives to the affective perspectives by introducing achievement emotions theory.
