本研究主要欲探究在社群網路－Facebook粉絲專頁環境中，使用者的建構個人學習網絡情形受到自我導向學習傾向之影響程度，以及不同個人背景使用者在建構個人學習網絡情形、自我導向學習傾向和粉絲專頁參與動機的差異情形。

　　本研究以Facebook的使用者為研究對象，主要透過網路問卷與紙本問卷之兩種方式進行資料收集，共回收問卷1020份，剔除條件不符及存有遺漏值無效問卷58份，總有效問卷為962份。研究結果摘述如下：

一、 性別對自我導向學習傾向僅有獨立探究學習為男性較女性具有明顯的優勢；而年齡與教育程度對自我導向學習傾向具有重要影響，又以年齡較長與教育程度較高者，其自我導向學習傾向較好。
二、 在建構個人學習網絡中，以男性的使用情形較女性好；而每天使用Facebook的時間較長者，其建構個人學習網絡的情形較好。
三、 在粉絲專頁參與動機中，關係性、認同感及品牌是以男性的分數顯著高於女性的分數；而女性比起男性更顯著地以娛樂性做為她們考量因素之一；關係性、資訊性、認同感及報酬在年齡族群與教育程度上皆有顯著的差異。
四、 自我導向學習傾向與資訊性動機、自我導向學習傾向與建構個人學習網絡情形以及資訊性動機與建構個人學習網絡情形皆達顯著正相關。
五、 建構個人學習網絡情形會受到行動力學習及獨立探究學習此兩個變項的正向影響。
　　
　　最後根據本研究結果進行結論與討論，並對教育上及未來研究提出建議。

　　The main purposes of this study were to investigate the effect of self-directed learning on personal learning network building through Facebook and to exam the differences of personal learning network building, self-directed learning measure, and motives of participating through Facebook Fan Pages among various demographic background participants.
　　A total of 962 data were collected via on-line and written questionnaires from Facebook users. The major findings were as the following:

(1) Only a subescale of self-directed learning, independent inquiry learning measure, for male users was found significantly higher than female users. In addition, the amount of overall self-directed learning measure was also influenced by the age and educational background of the participants.
(2) For building a personal learning network (PLN), male users tended to be better than female users. Moreover, the study also found that if users spent more time on Facebook, their personal learning network building scores would be better.
(3) As for the motives of participating in any Fan Pages, the reasons of maintaining relationships, finding others’ assurances and seeking brand names were higher for males, but for entertainment reasons was higher for females.
(4) Self-directed learning measure was positively correlated with motives of information seeking and personal learning network building. Furthermore, the motives of information seeking were also positively correlated with personal learning network building.
(5) Both active learning and independent inquiry learning have a positive effect on participants’ personal learning network building.

　　Finally, according to the results of this study, some suggestions were provided for the educators and future researches.

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