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一、Self-Directed Learning中、英文文獻： Banz, R. (2008). Self-Directed Learning: Implications for Museums. Journal of Museum Education 33(1): 43-54. Self-directed learning (SDL) has numerous implications for understanding adult learners and for improving their museum experiences. Through a review of the conceptual and empirical literature, the relationship between SDL and education within a museum setting is explored in this article. Discussion includes an overview of SDL, inquiry into two models, Self-Directed Orientation toward Learning (SDOL) and Personal Responsibility Orientation (PRO) that offer particular insight into SDL and museums, and implications for practice that SDL may provide for museums. (Contains 1 figure, 1 table, and 56 notes.) Chu, R. J. C. and C. C. Tsai (2009). Self-Directed Learning Readiness, Internet Self-Efficacy and Preferences towards Constructivist Internet-Based Learning Environments among Higher-Aged Adults. Journal of Computer Assisted Learning 25(5): 489-501. This article examines several research questions to establish a theory model for explaining factors that influence adult learners preferences for constructivist Internet-based learning environments (CILE). Data were gathered from 541 individual participants enrolled in adult education institutes in Taiwan for structural equation modelling (SEM) analyses. The research results established a 10-scale instrument for assessing adult learners preferences for CILE. Among the scales of CILE, adult students placed the highest value on relevance to life and reflective thinking, and scored the lowest for critical judgement, ease of use and student negotiation. The SEM analyses revealed that compared to Internet self-efficacy (ISE), self-directed learning readiness plays a major role in predicting adults preferences for their learning environment, especially for the higher level of intellectual challenge. ISE plays a mediating role in the relationships between Internet usage and the participants