本研究以一所樂齡學習中心為研究場域，以7位高齡學習者及2位授課教師為對象，透過深度訪談及書面資料的蒐集，探討高齡學習者的數位賦能過程與此過程的促進因素，並對目前政府為高齡學習者提供的資訊課程之課程與教學進行反思，以提供政策制定者及實務工作者參考。研究結果顯示，首先，高齡學習者的數位賦能過程可分為醞釀期、茁壯期與成熟期三階段，各階段在素養、心理、社會及行動面向上皆呈現持續擴展與提升的情形。其次，此一數位賦能過程，是由七項因素促進，包括：耐心且步調合適的教師教學、實用且貼近需求的課程內容、符合生理與認知發展特性的教材設計、協助克服限制的學習輔助工具、家人的支持與協助、同儕朋友的支持與激勵及高齡學習者本身主動積極的學習態度。第三，目前為高齡學習者提供的資訊課程，出現以下現象：整體學習資源與機會的不足、分級進階課程的缺乏、教師教學偏重賦能的人文價值。這些現象，導致高齡學習者數位賦能的啟動與發展受到限制。最後，本研究根據研究發現，提出以下建議：
一、課程制度方面
（一）政府與民間機構應擴充高齡者資訊課程開設並深入社區據點
（二）政府應會同高齡教育工作者與學術單位，儘速建立分級進階整合規劃的高齡者資訊課程架構
二、課堂教學方面
（一）開課單位及授課教師應建構符合高齡學習者的需求與特性的學習環境
（二）授課教師所規劃的課程內容應與高齡學習者的日常生活結合，並以協助高齡學習者反思並主宰其個體乃至社會結構層次的生活為考量
（三）授課教師的課堂教學，應重視高齡學習者電腦自我效能的提升
三、促進因素方面
（一）授課教師與高齡學習者應共同規劃如何善用社會支持網絡，協助數位賦能開展
（二）政府應會同學術單位及民間機構，落實高齡者資訊課程師資培訓
（三）政府應與學校、企業或民間機構合作，建構資訊設備近用方便的友善社區環境
四、後續研究方面
（一）擴大研究場域與對象，廣泛了解高齡學習者的數位賦能過程
（二）採用多元研究方式，探索高齡學習者數位賦能的完整面貌
（三）開創進一步的研究主題，以更深度了解高齡學習者的數位賦能經驗

The purpose of this research is to probe elder learners’ digital empowerment process and elements in promoting the process. In addition, the research also aims to reflect on information courses and education that are designed for elder learners in order to provide references for policy makers or workers in related fields. The research focuses on a learning center for elders, with 7 elder learners and 2 teachers as study targets. The thesis conducts its research through in-depth interviews and written materials. The research results are the following. First, elder learners’ digital empowerment process consists of three stages, i.e., incubation period, growing period and mature period. In each period, elder learners continue to expand their digital abilities in terms of competence, psychology, social linkage and action. Second, the elder learners’ digital empowerment process is contributed by the following elements such as, teachers’ patience and paced pedagogy suitable for elder learners, auxiliary instruments that are able to provide assistance for elders, family support and assistance, peer group support and encouragement, and elder learners’ initiative in learning attitude. Third, in the information courses provided for elder learners, the research finds that learning resources and opportunities are insufficient, lack of classification of higher-level courses and critical values of the digital empowerment process. These phenomena result in limitations on the kicking-off and development of the elder learners’ digital empowerment process. Finally, the thesis, according to its research results, offers recommendations in the following respects, including course design, pedagogy, elements contributing to digital empowerment and follow-up research.

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