- 期刊
「第三空間」學習融入音樂通識課程對學生學習投入影響之研究
A Study Exploring the Effect of ＂Third Space＂ Learning on Students' Learning Engagement in General Music Education
摘要
本研究旨在探討在大學音樂通識課程實施「第三空間」學習融入課程活動後，學生的學習投入是否有差異。研究對象為臺北市某國立科技大學29位選修音樂通識課程學生，採探索型個案研究設計，實驗為期18週。18週當中除了安排音樂基礎知識的授課時間之外，還包含六次小組討論、兩次數位音樂創作課程、一次電子書課程以及一次的作品發表活動，各小組須創作電子書配樂作為期末成果繳交。本研究透過問卷進行資料收集，共回收29份有效問卷。本研究採用SPSS統計套裝軟體作為分析工具，進行資料處理和統計分析；另進行質性資料的蒐集，包括小組討論的課後紀錄、活動學習單以及訪談，以輔佐統計分析的結果解釋。結果發現，「第三空間」學習融入課程活動對於學生在整體的學習投入並無顯著差異，但進一步分析四個構面後，發現「技巧」與「表現」構面沒有產生顯著影響，但「互動」與「態度」構面則有產生顯著影響，其中「互動」構面則明顯上升，「態度」構面則明顯下降。本研究最後依據分析結果提出結論與建議，冀希能提供給後續教學及研究者之參考與修正之依據。
並列摘要
This study aimed to explore the effect of implementing a teaching approach and learning activity called the ＂Third Space＂ learning on students' learning engagement in a university general music education. The study was conducted with exploratory case study research design at a university in Taipei, Taiwan. A total of 29 students participated in this course. During the 18 weeks of the course, there were regular class sessions and activities, six group discussion sessions, two digital music composition classes, one e-storybook class, and one final project presentation. Each group needed to compose background music for an e-storybook as the final project of the course. Through the experiment, 29 valid questionnaires were collected to measure students' learning engagement. In this study, SPSS was used as the analysis for data processing and statistical analysis. In addition, qualitative data were collected to support the interpretation of the quantitative findings, including record of group discussions, activity worksheets and interviews. The results of this study revealed that there was no significant difference in the overall learning engagement of students after integrating the ＂Third Space＂ learning into the regular curriculum. However, after further analysis on the four sub-constructs, it showed that the extent of learning skill and performance had no significant impact, while the extent of learning interaction was significantly increased after the completion of the course, but the extent of learning attitude after the experiment was significantly reduced. Finally, according to the results of this study, some suggestions were provided for teachers and future research.