碩士在職專班課程設計對學習成效之影響－以互動行為與社會支持為調節變項

The Influence of Curriculum Design on Learning Effectiveness in the Master's In-Service Program-Using Interactive Behavior and Social Support as Moderators

林良陽(Liang-Yang Lin) ； 楊晶雅(Ching-Ya Yang)

《慈濟大學教育研究學刊》 17期 (2021/02) Pp. 167-205

https://doi.org/10.6754/TCUJ.202102_(17).0006

摘要

近年來，台灣重要的策略教育方針之一是推展回流教育。然而，碩士在職專班的辦學成效是否優良，課程品質與學習成效是成功的關鍵因素。本研究旨在探究碩士在職專班之課程設計（curriculum design）、互動行為（interactive behavior）、社會支持（social support）與學習成效（learning effectiveness）的關聯。採量化研究，並使用問卷調查法來蒐集資料，於2018年12月與2019年3月發放問卷。總計問卷發放236份，共回收173份有效問卷，有效問卷回收率為73.31%，以SPSS統計軟體來進行分析。研究結果顯示：碩士在職專班的課程設計、互動行為、社會支持分別都對學習成效有顯著的正向影響關係，而作為調節變項（moderator）的互動行為則強化了課程設計對學習成效的影響關係。但是，研究結果也顯示：社會支持在課程設計與學習成效之間未具有調節效果（moderating effect）。本研究的主要貢獻是，實證了在碩專班的就學情境下，互動行為在課程設計與學習成效間的調節效果。另一方面，社會支持在課程設計與學習成效間的調節效果雖然不顯著，反而更符合在職生的實際就學狀況，主要原因是，對年齡稍長、性格較成孰的在職生來說，即便遇到再大的困難，都還是得自己想方法去面對與克服，因而社會支持在課程設計對學習成效的調節效果，可能就變得較微小而不夠顯著。

關鍵字

課程設計 ； 互動行為 ； 社會支持 ； 學習成效 ； 調節效果

並列摘要

In recent years, one of Taiwan's important strategic education policies is to promote on-the-job education. However, the quality of the curriculum and the effectiveness of learning are the key factors for success. This research aims to explore the relationships among curriculum design, interactive behavior, social support, and learning effectiveness of the master's in-service program by adopting quantitative research and using questionnaire survey method to collect data. Questionnaires were issued during December 2018 and March 2019. A total of 236 questionnaires were distributed and 173 valid questionnaires were returned. The effective questionnaire response rate was 73.31%, and SPSS statistical software was conducted for analysis. The results show that the curriculum design, interactive behavior, and social support have significant positive impacts on the learning effectiveness respectively, and the interactive behavior as a moderator variable enhances the influence of the curriculum design on the learning effectiveness. However, the results also show that social support has no moderating effect between curriculum design and learning effectiveness. Finally, this study illustrates the research contributions, management implications, and research limitations.

並列關鍵字

Curriculum Design ； Interactive Behavior ； Social Support ； Learning Effectiveness ； Moderating effect