- 期刊
引進實作課程對不同理財背景學生在線上與實體授課方式學習成效之比較
Comparison of Learning Effectiveness between Online and Physical Teaching Methods for Students with Different Financial Backgrounds by Introducing Practical Course
摘要
教育一直是傳統社會促進階級流動的方式，近年來由於社會變遷，貧富差距變大，使得學生因為其家庭背景的差異導致其接受到的教育資源也產生了差異。但在教學的過程中，難以探討針對家庭背景較弱勢之學生之學習成效。作者根據過往教學過程中觀察到學生之學習過程，認為可藉著實作課程的導入能給較無投資理財經驗之學生有機會拉近與同儕的差異，亦同時提升學生自信心。本研究以中部某醫學大學兩個校區修課學生為研究對象，一校區採實體授課，另一校區採線上授課。在學生投資理財背景存在差異的情況下，引進真實市場的交易模擬系統，希能讓較無機會接觸金融商品的學生透過此教學方法的改變提升其學習成效與自信心。學期初以問卷方式調查學生投資理財背景與金融知識，在學期末再次施做問卷與期末測驗。將學生分為已有投資理財經驗與沒有投資理財經驗兩組，探討引進實作課程對不同背景學生自信與學習成效提升之程度。根據前後測之研究結果顯示，引進實作課程後，兩校區沒有投資理財基礎之學生之自信與學習成效均有明顯之增加，而採線上授課校區之無投資經驗學生因組成同儕共學團體，其成績提升程度最高，顯示若實作課程能帶動學生自我學習能力，將有助於學習成效之提升。
並列摘要
Education has always been a way of promoting class mobility in traditional society, but in recent years, the gap between the rich and the poor has widened. The students receive different educational resources due to differences in their family backgrounds, and it is difficult to explore the learning effect of students with disadvantaged family backgrounds. The author believes that the introduction of practical courses can give more inexperienced students the opportunity to narrow the difference between them and their peers, and at the same time enhance students' self-confidence, so as to provide students with a better learning environment and knowledge content. The study takes students taking courses in two campuses of a medical university in Taichung as the research objects. One campus adopts physical teaching, and the other campus adopts online teaching. In the case of students' differences in financial knowledge and family background, the introduction of a real market trading simulation system was intended to allow students who have no chance to contact financial products to improve their learning effectiveness and confidence through the change of teaching methods. At the beginning of the semester, the background and basic knowledge of the students were investigated by means of questionnaires and pre-tests, and at the end of the semester, the questionnaires and final tests were implemented again. Students were divided into two groups, one with investment and financial foundation, while the other without foundation, to explore how the practical courses can improve the confidence and learning effect of students from different backgrounds. After the introduction of practical courses, the confidence and learning effectiveness of students without investment and financial foundation in the two campuses had been significantly improved. Students without investment and financial foundation in online teaching campuses had the highest degree of performance improvement because they formed peer learning groups. The findings show that if the practical courses can promote students' self-learning ability, it will help improve learning effectiveness.