合作式數位學習對國際人力資源管理課程學習成效之研究

本研究旨在探討合作式數位學習對大專校院學生之國際人力資源管理的學習成效之研究。首先透過相關文獻探討合作式學習、數位學習及合作式數位學習對於學生學習成效之影響；並發展學習成效量表、學習態度量表及合作式數位學習教材。所使用的研究工具包括：「國際人力資源管理學習成效前後測量表」、「國際人力資源管理學習態度量表」等；研究設計採「不等組準實驗設計」法進行實驗教學，進行數位學習平台課程，並以嶺東科大國際企業學系二年級兩班，共97人為研究對象。所得資料以單因子共變數分析、二因子多變量共變數分析、相關分析、以及徑路分析等統計方法，考驗各項研究假設。研究結論：首先，不同教學實驗分組的受測學生在學習成效上有顯著的差異存在；其次，不同教學實驗分組之受測學生的學習態度在學習成效上有顯著的差異存在；最後，不同教學實驗分組之受測學生的認知負荷在學習成效上具有顯著的預測力存在，且於研究中發現除了實施教學實驗分組可提升學生學習成效之外，實施數位學習亦可提升學生之學習成效。關鍵字：合作學習、數位學習、國際人力資源管理、學習成效、認知負荷

關鍵字

合作學習；數位學習；國際人力資源管理；學習成效；認知負荷

並列摘要

The purpose of this research was to understand the learning effect of cooperative e-learning to the university students in the course of International Human Resource Management（IHRM）. For the results of this research to be used to improve the future learning. The experimental design for this study was an unequal group quasi-experimental, In addition to mean scores and standard deviation, statistical methods such as two-way Multivariate Analysis of Covariance (MANCOVA), one-way Analysis of Covariance (ANCOVA), Correlation Analysis, and Path Analysis were conducted to analyze the data. Conclusions: I. Different experimental groups of subjects teaching students in learning outcomes, there exist significant differences. II. Different experimental groups of subjects teaching students attitude of learning outcomes on the existence of significant differences. III. Different teaching groups of experimental subjects in the student's cognitive load on learning outcomes with significant differences exist. Key words: Cooperative Learning, E-Learning, International Human Resource Management, Learning Effect, Cognitive Load.