本研究係以老人社會大學高齡學習者為研究對象，進行學習型態及其相關因素之研究。旨在探討高齡學習者的學習型態傾向，並進一步探討學習型態及其相關因素之間的關係，以供老人社會大學進行課程規劃及教學活動之參考。
為達到上述之目的，首先經由文獻探討，瞭解高齡學習者的學習特性，探討有關成人學習型態的理論基礎與相關研究，並探究我國老人社會大學的辦理現況，以作為本研究設計之參考；其次，參考國內外學者的研究工具，發展出適合本研究對象之研究工具「高齡學習者學習型態調查問卷」。進而對參與老人社會大學各校區課程活動的高齡學習者進行實證調查。調查結果回收有效問卷共252份，再經次數分配、百分比、相依樣本單因子變異數分析、獨立樣本t考驗、獨立樣本單因子變異數分析及皮爾森積差相關等統計軟體分析，進行結果討論，以獲得下列之結論。
一、參與老人社會大學課程的高齡學習者，女性較男性多，且集中在60-64歲這個年齡層，多數受過中等及高等教育，退休前多為公教人員。
二、老人社會大學高齡學習者偏好「參與學習」及「合作學習」，其次為「獨立學習」，不喜歡「競爭學習」、「依賴學習」及「逃避學習」，尤其不喜歡「逃避學習」。
三、老人社會大學高齡學習者的學習型態隨著性別、年齡、退休前職業及教育程度的不同，而有顯著差異。
四、老人社會大學高齡學習者的學習型態與其制握信念有相關。
因具上述之研究結果，本研究提出幾點建議，以供參考：
一、課程規劃之建議
（一）掌握高齡學習者的基本資料，瞭解學習需求，以為課程設計之參考。
（二）設計周延的整體課程內容，以維持高齡學習者學習的動機與興趣。
（三）鼓勵高齡者參與課程設計，同時扮演學習者與課程規劃者的角色。
二、教學活動之建議
（一）瞭解高齡學習者的學習特性，鼓勵高齡學習者積極參與學習活動。
（二）營造支持、合作而非競爭的學習環境，並鼓勵高齡學習者發展獨立學習的潛力。
（三）教師應瞭解個別高齡學習者學習型態之差異，安排合宜的教學策略，並適時檢視教學方法。
（四）協助高齡學習者瞭解自己的學習型態，以增進學習成效。
三、對老人社會大學的建議
（一）運用多元化的宣傳管道與行銷策略，以增進高齡者的參與，並擴大到不同對象的高齡者。
（二）建立高齡者教育師資任用標準，並提升教師教學的知能。

A Study on Learning Styles and Relative Factors Thereof of Old Adult Learners in Senior Citizen Social College
Abstract
This study takes old adult learners in senior citizen social colleges as target samples to conduct research on learning styles and theirs relative factors. The purpose of this research is to explore tendency in learning styles of old adult learners, and further to explore the relation between learning styles and relative factors as a reference for senior citizen social college course design and instructional activities.
To achieve the afore-mentioned goals, firstly the learning characteristics of older adult learners is understood through literature review, exploring theories and relative researches on adult learning styles, and exploring the practice circumstances, and all these serve as references for this research design. Secondly, the adequate tool of this research, “learning style questionnaire for old adult learners,” is developed with research tools from domestic and foreign scholars taken as reference. And the empirical study on course activities of old adult learner in different campuses is then conducted. A total of 252 valid questionnaires are collected for results study, and the discussion is proceeded after performing analysis of sampling distribution, percentage, dependent single-factor anova analysis, independent sample t-test, independent single-factor anova analysis, and Pearson product-moment correlation in statistic software; the following conclusions are presented:
I. There are more female participants than males in senior citizen college old adult learners,
with the age group centered around 60 to 64; they have mostly been through middle and
higher education and were public servants and teachers.
II. Old adult learners in senior citizen college prefer “participant learning” and “collaborative learning” most, followed by “independent learning,” and dislike “competitive learning,” “dependent learning,” and “avoidant learning;” particularly “avoidant learning” is disinclined.
III. The learning styles for old adult learners in senior citizen college vary significantly with
learners’ gender, age, occupation before retirement, and education background.
IV. The learning styles of old adult learners in senior citizen college are correlated to
learners’ locus of control.
According to the above-mentioned results, this research proposes several referential suggestions:
I. Suggested Course Designs
1. Acquiring basic information of old adult learners to understand learning needs for course design reference.
2. Designing complete and well-arranged course content as a whole to maintain the
learning motives and interests of old adult learners.
3. Encouraging participation of old adult learners in course designing, playing the
roles of being both a learner and a course designer.
II. Suggested Instructional Activities
1. Understanding the learning characteristics of ole adult learners; encouraging them to
actively participate learning activities.
2. Creating a supportive / cooperative / non-comparative learning circumstances, and
encouraging old adult learners to explore potentials for learning independently.
3. Instructors should examine variations in learning styles for each old adult learner to
arrange suitable teaching strategies and examine teaching methods in time.
4. Assisting old adult learners to understand learning style of oneself to improve learning
efficacy.
III. Suggestions of Senior Citizen Colleges
1. Applying multiple promotion channels and marketing strategies to increase
participation of the elder and to expand to different elder groups.
2. Prescribing hiring criteria for senior-education teachers, and enhance their
perceptions of teaching competency.

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