近年來因全球產業轉型，政府不斷推動勞工培訓計畫，企業也新增培訓員工的意願，及個人亦提升進修意願，再加上網路資訊設備完善及新冠疫情嚴峻加速實體課程改為數位課程，都促使在職成人數比特教育加速發展。因數位課程不受空間及時間的局限，讓在職成人進修較實體課程便利；相對的，在數位課程無教師監督及同儕互助情况下，學習者參與數位課程常因高輟課率影響學習成效，成為教育機構及教師欲解决的難題。根據相關文獻已知「學習動機」與「自主學習」為降低高輟課率的關鍵因素；以及已知學習者擁有不同學習風格，故教學者使用適性化教學策略可以幫助學習者提升學習動機及自主學習，但是學習風格理論應用於在職成人之數位教學的有效性需要再證實，故本研究欲瞭解不同學習風格之在職成人於數位學習環境下，其學習動機和自主學習的差異及相關性，並綜合探討在職成人使用學習風格教學策略提升在職成人數位學習成效的可能。

本研究使用問卷調查法，並編修學者之「Felder & Silverman的ILS學習風格評量表」、「自主學習評量表」及「成人學習動機量表」為研究工具，最後共回收203份有效問卷進行描述性統計分析、相關分析及變異數統計分析。研究結果顯示：行動型在學習動機的外界期望、社交關係及自主學習的協調合作上顯著高於思考型；直覺型在自主學習的自我導向及後設認知顯著高於感受型。最後，本文依研究結果向政府、企業及教育機構提供建議及說明此研究限制和未來發展。

In recent years, due to the global industrial transformation, the government has continuously promoted the labor training program, the enterprises have increased their willingness to train their employees, and individuals promoted their willingness to pursue advanced studies. Furthermore, with the improvement of technology and the accelerated COVID-19 epidemic, the world is transferring entity curriculum to digital courses, all these reasons have accelerated the development of on-the-job adult education in the e-learning environment. Because digital courses are not limited by space and time, on-the-job adult learning is more convenient than physical courses; In contrast, without teacher’s supervision and peer’s assistance, the learners' participation in digital courses often affects the learning effectiveness due to the high dropout rate, which has become a difficult problem to be solved by educational institutions and teachers. According to the relevant literature, it is known that "learning motivation" and " self-regulated learning” are the key factors to reduce the high dropout rate, and learners have different learning styles thus teachers and scholars can use adaptive teaching strategies to help learners improve learning motivation and self-regulated learning. However, the effectiveness of the application of learning style theory to the on-the-job adults in the e-learning environment needs to be confirmed. Therefore, this study wants to understand the differences and correlation between learning motivation and self-regulated learning of on-the-job adult adults with different learning styles in the e-learning environment, and comprehensively explore the possibility of using learning style teaching strategies to improve the e-learning effect of on-the-job adults.

This study used the questionnaire survey method and compiled scholars' "Felder & Silverman's ILS learning style scale", " Self-regulated learning scale", and "Adult learning motivation scale" as research tools. Finally, a total of 203 valid questionnaires were collected for descriptive statistical analysis, correlation analysis, and variance statistical analysis. The results show that Active learners are significantly higher than Reflective learners in the external expectations and social relations of learning motivation, and the coordination and cooperation of self-regulated learning. And, Intuitive learners are significantly higher than those Sensory learners in self-orientation and metacognition of self-regulated learning. Finally, according to the research results, this paper provides suggestions to the government, enterprises, and educational institutions and explains the research limitations and future development.

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