未完成？中途離開東海大學博雅書院生所知覺到的學習經驗

不同於過去研究通常將參與方案者簡化為全有（最終完成者）及全無（未能順利完成者），本研究藉由訪談以得知一群中途離開博雅書院的學生學習經驗，以及他們是如何看待自己的未完成。本研究以東海大學博雅書院為個案，瞭解其書院教育共宿與家族導師制的設計，其立意乃為了促進來自校內不同系所的師生與同儕間密切聯結的互動關係與情感，本質上為一多元的學習社群。除了肯定參與書院的經驗對於營造學習社群的正面價值，研究結果發現這群中途離開的學生們將書院經驗描繪成一多元又包容的社群，具豐富人脈與資源以及協助深入內心的自我探索；至於如何看待自己的未完成，受訪的學生們也賦予不同的解釋與意義。相關研究啟示與建議則總結如後。

關鍵字

東海大學博雅書院；學習社群；中輟

並列摘要

Different from past research in which program participants were often divided into completers and non-completers, this study investigated a group of dropouts' learning experiences and how they retrospect their incompleteness. Using Po-Ya School in Tunghai University as a case, this study aims to realize the design of residential requirement and home teachers, which intends to facilitate the close relationship and connections within the faculty and students, both coming from various departments in the university. In essence, it is a learning community with diversity. In addition to the values of building a learning community, this study found these dropouts described their Po-Ya experiences as joining a diverse and inclusive community, fully with networks and resources as well as its assistance in deepening students' self-exploration. Looking back to their incompleteness, the interviewed participants elucidated why they left and how they felt. Related suggestions and implementations are included.

並列關鍵字

Po-Ya School in Tunghai University ； learning communities ； dropouts

參考文獻

戴曉霞、吳佩真（2011）。風險社會與大學課程：臺灣博雅書院興起之探究。高等教育，6（2），1-31。doi:10.3966/199254762011120602001

Choe, C., Flores-Lagunes, A., & Lee, S.-J. (2015). Do dropouts with longer training exposure benefit from training programs? Korean evidence employing methods for continuous treatments. Empirical Economics, 48(2), 849-881.doi:10.1007/s00181-014-0805-y

Frazier, N. E. (2006). In the loop: One li- brarian’s experiences teaching within first-year learning communities. College & Undergraduate Libraries, 13(1), 21-31. doi:10.1300/J106v13n01_03

Heckman, J., Smith, J., & Taber, C. (1998). Accounting for dropouts in evalua -tions of social programs. The Review of Economics and Statistics, 80(1), 1-14. doi:10.1162/003465398557203

Hu, Y. L., Ching, G. S., & Chao, P.-C. (2012). Taiwan student engagement model: Conceptual framework and overview of psychometric properties. International Journal of Research Studies in Education, 1(1), 69-90. doi:10.5861/ijrse.2012.v1i1.19

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未完成？中途離開東海大學博雅書院生所知覺到的學習經驗

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