創新教學對大學生自主學習與學習成效的影響

學習是有關知識、技能、態度或行為的調整與過程，個人學習則是組織學習的基礎。尤其在全球快速變化的時代，學習方式更為多元，自主學習已然成為現代人必備的能力。另一方面，傳統講課式教學一般被認為難以激起學習動機與提升學習成效。因此，本研究有別於過去在探討自主學習與學習成效，多以中小學學生為研究對象，則欲了解近年來教育部高教深耕計畫積極推動創新教學，對於大學生投入自主學習與學習成效之影響。本研究針對中部某國立大學，參與校級創新教學計畫之課程與修課學生，總計16門課程共587個修課人次，來自4個學院與5個系所，進行問卷調查研究。藉由問卷發放與信效度分析，施測後敘述性統計、相關分析以及迴歸分析，研究結果顯示：創新教學對於學習成效有正向影響；自主學習對學習成效有正向影響；創新教學會透過自主學習，間接正向影響學習成效。

關鍵字

創新教學；自主學習；學習成效；問題導向式學習

並列摘要

Learning is the adjustment and process of knowledge, skills, attitudes, or behaviors, and personal learning is the basis of organizational learning. Especially in the era of rapid global change, with more diverse learning methods, self-regulated learning has become a necessary ability for modern humans. On the other hand, lecture is generally considered difficult to increase learning motivation and improve learning outcome. In the past, the discussion of self-regulated learning and learning outcome regarded mostly primary and secondary school students as the research participants; however, this study wants to know the impact that college students invest in self-regulated learning and learning outcome to understand Higher Education Sprout Project to actively promote teaching innovation. This study focused on courses and courses of students participating in teaching innovation programs at a national university in central Taiwan, with a total of 587 course takers from 4 colleges and 5 departments in 16 courses. Through questionnaires, reliability and validity analysis, descriptive statistics, correlation analysis and regression analysis, the results have shown that teaching innovation has a positive impact on learning outcome, self-regulated learning has a positive impact on learning outcome, and teaching innovation would indirectly and positively impact learning outcome through self-regulated learning.

並列關鍵字

Teaching Innovation ； Self-regulated Leraning ； Learning Outcome ； PBL

參考文獻

Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 68, 3-12. doi:10.1002/tl.37219966804

Hamel, G. (1991). Competition for competence and interpartner learning within international strategic alliances. Strategic Management Journal, 12(S1), 83-103. doi:10.1002/smj.4250120908

一、中文部分