- 期刊
大學生在跨領域專題導向課程的自我導向學習準備度之初探
Exploratory Research Into the Interdisciplinary Project-Based Curriculum on College Students' Self-Directed Learning Readiness
摘要
本研究旨在探討大學生在跨領域專題導向課程的自我導向學習準備度。本研究之跨領域專題導向課程是由臺北市某科技大學三門不同領域的課程組成，分別為「音樂通識課程」、「兒童英語教學」與「教育社會學」，以53位選修此三門課程的學生為研究對象，採用單組前後測設計，進行為期18週的課程。本研究之課程內容除了教授原課程中的基礎知識外，還安排了九次的共同課程，包含移地教學、業師演講、技能培育工作坊等。專題作品的呈現為專題影片和海報，由研究對象以小組合作方式完成，並於學期末於校內公開展示。研究資料的蒐集為問卷調查，並輔以質性資料的佐證，例如訪談、學習單等，以增強研究嚴謹性。研究結果為：（1）經過跨領域專題導向課程後，學生在效率學習上有顯著提升。（2）跨領域專題導向課程對提升學生自我導向學習準備度有幫助，能讓學生展現出自我導向學習的特質學，並有效率地進行習。（3）跨領域專題導向課程對學生主動、獨立及創造學習仍存有困難與挑戰，需透過有效的方式來解決時間不足與負擔較重的問題。本研究最後根據研究結果提出結論與未來修正之建議，以提供給後續教學及研究者作為參考。
並列摘要
This study explores college students' self-directed learning readiness within the context of an interdisciplinary project-based curriculum. The course structure comprises three courses from different disciplines, including General Music Course, English Teaching for Children, and Educational Sociology, offered by a university of technology in Taipei, Taiwan. In addition to the foundation knowledge in each course, nine joint sessions were arranged, which included field studies, guest speeches from industry professionals, and skill development workshops. The final project presentations, collaboratively developed in groups, took the form of videos and posters, which were publicly showcased on campus at the end of the semester. A total of 53 students participated in the study, which utilized a one-group pretest-posttest design over an 18-week period. Data were collected through questionnaires and supplemented with qualitative data such as interviews and worksheets to enhance the study's rigor. The findings revealed: (1) After participating in the interdisciplinary project-based course, students demonstrated significant improvement in learning efficiency; (2) The course helped to enhance students' self-directed learning readiness, enabling them to exhibit self-directed learning characteristics and learn efficiently; (3) However, challenges remained in fostering active, independent, and creative learning, with issues such as time constraints and heavy workloads requiring effective solutions. Based on these findings, the study concludes with recommendations for future instructional design and research.