Title

全人發展網課程活動對溝通與熱誠能力影響之研究

Translated Titles

Impacts study for communication and passion capabilities with the course activities in e-HO

Authors

鍾旻峻

Key Words

職涯發展 ; 通識教育 ; 跨領域學習 ; 熱誠能力 ; 溝通能力 ; Passion Capability ; Communication Capability ; Career Development ; General Education ; Interdisciplinary Learning

PublicationName

中原大學資訊管理研究所學位論文

Volume or Term/Year and Month of Publication

2012年

Academic Degree Category

碩士

Advisor

廖慶榮

Content Language

繁體中文

Chinese Abstract

良好的職涯發展是每位學生在畢業前希望的人生規劃,但是學生除了在本身的專業領域學有專精外,也需要建立職涯的核心能力,如此才能有助於未來的求職與工作。因此本研究透過數位學習(e-Learning)的方式,在通識課程中設計能夠以課餘時間參與的網路活動,藉此希望能提升職涯所需的核心能力。數位學習改變了傳統教與學的方式,但傳統的結構化數位學習系統仍缺乏較為有趣的互動性,容易使學生在學習上感到乏味,導致學習意願降低,而無法達到所預期的學習成效。除此之外,一般的數位學習系統通常都是針對單一主題進行學習,對於跨學科、跨領域整合的學習機會也比較少。 因此,本研究透過全人化學習環境—「全人發展網」,設計一個跟人際關係有關的網路活動—「溝溝手」,以活潑有趣的方式來嘗試增進學生的溝通與熱誠能力,希望能幫助學生在未來職涯的發展順遂。「溝溝手」活動為期八週,我們針對可以增進溝通與熱誠的核心能力設計八個單元活動,在衡量溝通能力分為三個構面,分別是表達與傾聽、同理心與回應,以及社交關係與互動。其中表達與傾聽在於與人接觸的過程中,傾聽他人的意見中可以適時的回應;而同理心與回應在於與人對話的過程,可以站在對方的立場著想,讓溝通的過程可以使對方感到愉快;至於社交關係與互動則在於在團體生活中,可以具有社交行為,建立良好的人際關係。在衡量熱誠能力方面,我們以學生對於全人發展網活動的參與度,衡量和諧式熱誠與強迫式熱誠兩個構面,其中和諧式熱誠表示個體以較彈性及較高的意願來參與活動;而強迫式熱誠則表示因為具某些壓力因素來進入活動,即使對於活動本身是喜愛的,但仍會感到受迫。表達與傾聽、同理心與回應、社交關係與互動、和諧式熱誠與強迫式五個構面為經過因素分析所得到的結果。 實驗設計以單組前後測的方式對765位參與者進行施測,在經過八個單元的活動後,排除參與度不足的參與者,進行資料的篩選,共保留176位參與者進行資料分析。我們以三種不同方式對資料進行探討,首先針對不同背景變項(如:性別、年級、學院)探討本活動對參與者帶來哪些影響;接著以成對樣本t檢定來檢視學生在五個構面中,對於核心能力是否有所成長;最後我們將前測與後測的參與者的得分,區分為高、中、低三個組別進行統計分析,藉此瞭解參與者在經過八個單元的活動後,溝通與熱誠能力是否有所提升。 研究結果發現,在176個參與者當中,「溝溝手」活動在溝通與熱誠能力五個構面中,對女性的參與者帶來較大的影響;高年級的影響也較低年級的大;法學院學生在熱誠能力有優於設計學院學生的表現,其他學院並無顯著差異,學院差異對與溝通能力沒有帶來什麼影響;整體學員在五個構面中,前測與後測的結果皆有顯著差異,低、中分組的參與者也確實往中、高分組移動的趨勢,顯示「溝溝手」活動確實對溝通與熱誠能力,達到一定顯著的效果。本研究的結果可以作為教學輔助的參考,藉由更有趣的方式來提供課餘學習,也提供了一種培養核心能力的有效方式。

English Abstract

Career-progression is the most important plan for life for each graduate. In addition to be an expert, students have to construct core competence for working. For this reason, this research is designed by e-Learning way in general curriculum with internet interaction after class, in order to promote the future working ability. The e-Learning changes the traditional pattern of teaching and learning, but the traditional e-Learning system still lacks for interactive which lets students feel boring and leads to reduce learning willingness, therefore, it couldn’t achieve the learning effect. Besides, online courses are usually designed for some specific disciplines with little opportunities for more integrative and cross-disciplinary exposures. Therefore, this research is designed with an activity related to interpersonal relationship, " gogo-hand", through the holistic learning environment, " e-Ho "; the interesting way attracts students to attempt the promotion for core competence. " gogo-hand" are separated into 8 units for communication and passion capabilities. To promote communication capability, there are divided from 3 dimensions: communicate and listen (contact process), empathy and response (conversation process) and social and interaction (community process). To measure of passion capability, we compare 2 dimensions: the harmony passion and the obsessive passion, by participation in the activities of " e-Ho". The harmonious passion represents highly willingness and flexibility of participation for individuals; the obsessive passion shows oppressive for participator whom comes here for some pressure factor. The five dimensions of communicate and listen, empathy and response, social and interaction, harmony passion and obsessive passion result from the factor-analysis. This experiment is a one-group pretest-posttest design for 765 participants, after 8 units activities, I t’s selected and eliminated the lacking of participation, and remained 176 participants. To explore the data in 3 distinct ways, first, we talk about the impact on different background (ex: gender, grades and college); Second, we survey the promotion of core competence with paired-samples t-test to exam each participants in five factor; the final, we gather statistics in high-group, middle-group and low-group , 3 parts for pretest-posttest for participants, through the analysis of 8 units activities, we could see the what degree of communication and passion are increases. The result of experiment shows the big influence in 5 dimensions of "gogo-hand" on female of the 176 participants. The senior has much more effect than the junior. Law students have more great effect than students of design department, and there are little difference between others institutes, in other words, it hasn’t big influence in colleges . In 5 dimensions, there is big distinctness for pretest and posttest exam; the low-group and middle group of participant move to the higher group which indicates the activity of “gogo-hand” could increase communication and passion capabilities and achieve the significant effect. As a result, our study could help teaching by interesting way which improves students to learn, also it provides effective mode to promote core competence.

Topic Category 商學院 > 資訊管理研究所
社會科學 > 管理學
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Times Cited
  1. 謝明勳(2015)。全人發展雲課程活動App對統整與應變能力之研究。中原大學資訊管理研究所學位論文。2015。1-68。 
  2. 卓明儀(2013)。全人雲端網課程活動App對溝通與熱誠能力之研究。中原大學資訊管理研究所學位論文。2013。1-77。