閱讀帶動了文化的傳承、資訊的傳遞，也是學習過程中不可或缺的環扣。透過閱讀，形塑了讀者對訊息的認知思考模式及邏輯組織能力。而數位時代的來臨，網際網路的使用，讓習慣於傳統印刷紙本閱讀形式的社會，面臨了閱讀習慣與學習方式的轉變。是故，本研究旨在探討不同年齡層及不同的線上閱讀經驗的網路讀者，其線上閱歷程之技巧與概念的認知模式。透過概念構圖法，探討28 位線上閱讀者(包含14 位中學生，以及14 位50 歲以上之銀髮族)，其線上閱讀歷程的認知架構，並以實際線上閱讀任務之研究方法，瞭解網路讀者在線上閱讀時所面臨之困難與問題，進而提出解決方案與教學策略。
研究結果發現，1.不同年齡層對於線上閱讀歷程之概念有差異存在。根據概念構圖法之結果，中學生對於線上閱讀歷程的認知顯得較為片面與不完整。換言之，銀髮族比起中學生更能掌握線上閱讀之整體概念；2.不同線上閱讀經驗之讀者(生手與專家)，其線上閱讀歷程之概念有明顯之差異存在。專家比起生手更加重視線上閱讀歷程中的各種行為與技巧的運用，並能夠用以更高層次的技巧掌握與控制搜尋過程。生手認為線上閱讀時，學會搜尋的方法是重要的關鍵，專家則認為搜尋方法為基本之能力，而在線上閱讀時，能否擴增及延伸搜尋資訊才最重要的概念。
最後，3.不同年齡層之線上閱讀者，當線上閱讀經驗不足時，其所遇到之困難亦有所異同。中學生與銀髮族所面臨的相同困境包括「草率閱讀訊息，以致迷失搜尋方向」、「關鍵字運用的能力不足，侷限搜尋範圍」、「採取負面心態」、「少針對搜尋主題進行客觀思考，多以個人習性引導閱讀」、「缺乏懷疑資訊的能力，以致訊息來源無所根據」、「缺乏主動思考能力，僅被動地接收訊息」，及「未真正釐清搜尋目標」。此外，對中學生而言，也存在著「搜尋方向因個人興趣而偏離主題」之問題；對銀髮族來說，則是「接收訊息超負荷，而無法抉擇資訊」及缺乏網路搜尋頁面之基本操作能力」兩種困境。
綜上所述，本研究針對發現之問題，提出適當之線上閱讀教學策略及解決困難之方案，作為線上閱讀指導者未來教學參考與應用之依據。

Reading plays a pivotal part not only in the cultural heritage and information transmission but also in the teaching and learning field. By reading, people can build up their cognitive and thinking modality and cultivate the ability of logical organization. However, nowadays, when acquiring new knowledge or information, the digital age dramatically changes people’s reading style from traditional papers to the hypertexts or online platforms. Based on the aforementioned reason, the aim of this study was to investigate the difference of online reading process and instructional strategies between different aged groups and online reading experiences. It’s worthy of discussion in three core questions. First, what is the difference of the processes between different aged groups while reading on the Internet? Second, what kind of problems do different readers encounter when surfing online? Third, which instructional strategies would be the appropriate direction for the online readers?
In order to figure out these questions, the study uses the qualitative process of structured conceptualization method of concept mapping. A total of 28 participants comprising of 14 junior high school students and 14 elderly people in Taiwan participated in the concept mapping processes. After the concept mapping process, two sets of outcome abilities are formulated that would effectively describe the inherent concepts between different aged groups. These abilities are composed of 50 statements describing key competencies online readers should possess. Furthermore, each of the two aged groups’ concepts of the online reading processes can be formed into 5 distinct clusters. Additionally, the concept mapping processes also resulted in the profile of a unique graphical representation of the indicators. On the same trajectory, a real online task is also designed to engage online readers in a more realistic situation to reveal the problems when they surfing on the Internet. Hence, according to these problems detected on the task, befitting instructional strategies will be shaped for the readers having different online reading experiences.
The results of the analyses are revealed as following: (a) there is different in the concepts of the online reading processes between young people and the elderly. According to the analysis of the concept mapping, junior high school students’ cognitions of the processes while surfing online is fragmentary and incomplete than the elderly. That is, elderly people can construct more comprehensive concepts about the online reading courses; (b) there are significant differences of the online reading abilities between the high online reading experiences (the experts) and the low online reading experiences (the novices). Compared with the novices, the experts regarded expanding of the information as an important skill rather than just utilizing the elementary ways to search information. Besides, experts can apply higher level skills to monitor and control their online reading processes; (c) The problems which encountered by the low online reading experiences (novices) also have different types between the two aged groups. Based upon these reading problems, the further suggestions and instructional strategies were also discussed in the study.

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