Translated Titles

The Flipped Learning of Community Involvement: The Model on Implementing Quality, Student Involvement, and Learning Outcomes of Participating Co-curricular Service-Learning for College Students




李育齊(Yu-Chi Li);劉若蘭(Ruo-Lan Liu)

Key Words

服務學習融入聯課活動 ; 實施品質 ; 學生服務投入 ; 學習成果 ; Co-curricular service-learning ; implementing quality ; student involvement ; learning outcomes



Volume or Term/Year and Month of Publication

19卷4期(2016 / 10 / 01)

Page #

61 - 91

Content Language


Chinese Abstract

本研究目的為探討大學生參與服務學習融入聯課活動的實施品質、學生服務投入及其學習成果之關係,並檢視學生服務投入是否扮演中介機制的角色,了解學生主動投入社區及由做中學的翻轉學習成效。研究以一所公立大學暑假參與服務學習融入聯課活動學生為對象,共181 名,運用問卷調查收集資料。資料分析以結構方程模式(structure equation modeling)檢驗模式適配度與影響效果。研究結果發現,本研究建構之分析模式與實際資料適配度良好,課程實施品質、學生服務投入及學習成果具顯著直接效果,且所有變項對學習成果解釋力為53%。學生服務投入對課程實施品質與其學習成果具有中介效果。歸納研究結果提供大學校院開設服務學習融入聯課活動課程,促進學生學習成果之建議。

English Abstract

This study aims at exploring the relationships among implementing quality, student involvement, and learning outcomes, and further exams the mediating effect of student involvement on the impact of implementing quality to learning outcomes. The subjects, 181 in total, are the students from a public university, participating the co-curricular service-learning in a summer vacation. Questionnaires were used to collect data, and the Structural Equation Modeling (SEM) was used to analyze the fitness of model and the impact paths. The findings are as follows: The fitness of model is good and the direct effects among implementing quality, student involvement, and learning outcomes are significant, with an exploration power (R^2) reaching 53%. The student involvement has the mediating effect on the impact of implementing quality to learning outcomes. Finally, some suggestions for colleges to implement a high quality service-learning program are presented.

Topic Category 社會科學 > 教育學
  1. 何青蓉、丘愛鈴(2010)。服務利他生命教育統整課程設計與實施的特色及其挑戰:以大學服務學習課程為例。高雄師大學報,28,1-22。
  2. 吳怡儒、蔡文榮、李林滄(2012)。彰化縣偏遠地區國中學生數學學習態度及其影響因素之研究。教育科學期刊,11(1),25-33。
  3. 汪慧玲、沈佳生(2013)。合作學習教學策略對大專學生之學習成效與學習態度之影響:以兒童發展評量與輔導課程某單元為例。臺中教育大學學報,27(1),57-76。
  4. 林俊瑩、吳百祿(2009)。社會網絡、教學品質對臺灣地區大學生的學習滿意度與忠誠度之影響。教育學刊,33,75-114。
  5. 邱筱琪(2014)。影響大學校院教師開設服務-學習課程學校因素之研究。學生事務與輔導,53(2),21-30。
  6. 張同廟(2011)。大學生參與服務學習課程之動機、阻礙因素與滿意度研究—以六所私立大學為例。新竹教育大學教育學報,28(1),1-33。
  7. 葉連祺(2007)。大學教學品質提升措施成效影響大學品牌之跨時間比較。教育資料學刊,28,195-224。
  8. 蕭佳純、方斌、陳雯蕙(2012)。大三生心理社會發展、人際滿意度與課外經歷對其畢業後就業力之預測。教育實踐與研究,25(1),97-130。
  9. 蕭佳純、董旭英、饒夢霞(2009)。以結構方程式探討家庭教育資源、學習態度、班級互動在學習成效的作用。教育科學研究期刊,54(2),135-162。
  10. Flipped Learning Network. (2015). The four pillars of flipped learning. Retrieved from http://www.theedadvocate.org/the-four-pillars-of-flipped-learning/
  11. 田美雲(2013)。「翻轉教室」(Flipped Classroom)介紹。臺灣大學教學發展中心電子報,89。取自http://ctld.ntu.edu.tw/_epaper/news_detail.php?nid=452
  12. Astin, A. W.(1993).What matters in college? Four critical years revisited.San Francisco, CA:Jossey-Bass.
  13. Bagozzi, R. P.,Yi, Y.(1988).On the evaluation of structural equation models.Academic of Marketing Science,16(1),76-94.
  14. Baron, R. M.,Kenny, D. A.(1986).The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.Journal of Personality and Social Psychology,51,1173-1182.
  15. Bergmann, J.,Sams, A.(2014).Flipped learning: Gateway to student engagement.Arlington, VA:ISTE.
  16. Bloom, B. S.(Ed.),Engelhart, M. D.,Furst, E. J.,Hilll, W. H.,Krathwohl, D. R.(1956).Taxonomy of educational objectives (The classification of educational goals): Handbook 1: Cognitive domain.London:Longman.
  17. Campus Compact(Ed.)(2003).Introduction to service-learning toolkit: Readings and resources for faculty.Providence, RI:Campus Compact.
  18. CDE,NCLC,ECS(2004).Creating high-performing schools through service-learning: A service-learning trail guide.
  19. Cooksey, M. A.(Ed.),Olivares, K. T.(Ed.)(2010).Quick hits for service-learning: Successful strategies by award-winning teachers.Bloomington, IN:Indiana University Press.
  20. Cuseo, J.(2007).Seven central principles of student success: Key processes associated with positive student outcomes.eSource for College Transitions,4(6),3-6.
  21. Dull, L. J.(2009).Some people don't deserve help: Service learning in Serbia.Intercultural Education,20(1),51-60.
  22. Dunkin, M.,Biddle, B.(1974).The study of teaching.New York, NY:Holt, Rhinehrt & Winston.
  23. Eyler, J.,Giles, D. E.(1999).Where's the learning in service-learning?.San Francisco, CA:Jossey-Bass.
  24. Fertman, C. I.,White, G. P.,White, L. J.(1996).Service learning in the middle school.San Francisco, CA:Jossey-Bass.
  25. Flanagan, C.,Bundick, M.(2011).Civic engagement and psychosocial well-being in college students.Liberal Education,97(2),20-27.
  26. Fulton, K. P.(2012).10 reasons to flip.Phi Delta Kappan,94(2),20-24.
  27. Gifford, C.,Mullaney, J.(1997).From rhetoric to reality: Applying the communication standards to the classroom.Northeast conference on the teaching of foreign language
  28. Hammouri, H.(2004).Attitudinal and motivational variables related to mathematics achievement in Jordan: Findings from the Third International Mathematics and Science Study (TIMSS)..Educational Research,46(3),241-257.
  29. Jacoby, B.(2014).Service-learning essentials: Questions, answers, and lessons learned.San Francisco, CA:Jossey-Bass.
  30. Jacoby, B.(Ed.)(2009).Civic engagement in higher education: Concepts and practices.San Francisco, CA:Jossey-Bass.
  31. Jacoby, B.(Ed.)(1996).Service-learning in higher education: Concepts and practice.San Francisco, CA:Jossey-Bass.
  32. Jacoby, B.(Ed.),Mutascio, P.(Ed.)(2010).Looking in, reaching out: A reflective guide for community service-learning professionals.Boston, MA:Campus compact.
  33. Jacoby, B.(Ed.),Mutscio, P.(Ed.)(2010).Looking in, reaching out: A reflective guide for community service-learning professionals.Boston, MA:Campus Compact.
  34. Kezar, A.,Rhoads, R. A.(2001).The dynamic tensions of service learning in higher education: A philosophical perspective.The Journal of Higher Education,72(2),148-171.
  35. Kolb, D. A.(1984).Experiential learning: Experience as the source of learning and development.Englewod Cliffs, NJ:Prentice-Hall, Inc..
  36. Kuh, G. D.(2009).The national survey of student engagement: Conceptual and empirical foundations.New Directions for Institutional Research,2009(141),5-20.
  37. Leinhart, S.(Ed.)(1982).Sociological methodology 1982.San Francisco, CA:Jossey-Bass.
  38. Ngai, S. S.(2009).The effects of program characteristics and psychological engagement on service-learning outcomes: A study of university students in Hong Kong.Adolescence,44,375-389.
  39. Pascarella, E. T.,Terenzini, P. T.(2005).How college affect students: A third decade of research.San Francisco, CA:Jossey-Bass.
  40. Preacher, K. J.,Hayes, A. F.(2008).Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models.Behavior Research Methods,40(3),879-891.
  41. Saltmarsh, J.,Heffernan, K.(2000).Introduction to service learning: Readings and resources for faculty.Providence, RI:Campus Compact, Brown University.
  42. Terenzini, P. T.,Pascrella, E. T.,Biliming, G. S.(1996).Students' out-of class experiences and their influence on learning and cognitive development: A literature review.Journal of College Student Development,37(2),149-162.
  43. Waston, L. W.(1996).A collaborative approach to student learning: A model for administrators in higher education.Planning and changing: An Educational Leadership and Policy Journal,27(3/4),165-179.
  44. Wayerman, A. S.(Ed.)(1997).Service-learning: Application fron the research.Mahwah, NJ:Erlbaum.
  45. Yorio, P. L.,Ye, F.(2012).A meta-analysis on the effects of service-learning on the social, personal, and cognitive outcomes of learning.Academy of Management Learning & Education,11(1),9-27.
  46. 吳明隆(2009)。結構方程模式—AMOS 的操作與應用。臺北市:五南。
  47. 吳清山(2014)。翻轉課堂。教育研究月刊,238,135-136。
  48. 李育齊、徐珮華、劉若蘭(2014)。大學生參與暑假社團服務學習課程品質課程投入與學習成果關係研究-以臺灣師範大學為例。學生社團學刊,2,1-27。
  49. 李育齊、劉若蘭、李福海(2012)。安全有品-大學生參與交通安全教育服務學習課程學習經驗與成果研究。「品德教育研討會」論文集,臺北市:
  50. 李虹旻、黃雅萍(2013)。淡江大學學生寒暑假服務隊行前訓練課程規劃與服務學習滿意度之相關性研究。「2013 年資訊管理暨電子商務經營管理研討會」論文集,臺東縣:
  51. 林慧貞(2006)。大學生參與服務學習意願初探。開南大學通識研究集刊,10,171-192。
  52. 邱皓政(2003)。結構方程模式:LISREL的理論技術。臺北市:雙葉。
  53. 張民杰(2005)。職前教師培育課程中應用服務學習之設計與實施-師資生焦點團體的意見分析。國民教育研究集刊,14,93-107。
  54. 張芳華(2013)。學業成就成長軌跡:檢視教師品質與教學實踐對學生學習的重要性。教育政策論壇,16(4),135-168。
  55. 張雪梅(2002)。學校為什麼需要推動服務學習。學生輔導,81,8-17。
  56. 陳國泰(2016)。結合問題導向學習的翻轉教學之設計:以國小數學教學為例。教育研究月刊,261,18-31。
  57. 黃芳銘(2007)。結構方程模式:理論與應用。臺北市:五南。
  58. 黃芳銘(2004)。結構方程模式在教育資料應用之研究。臺北市:五南。
  59. 黃政傑(2016)。落實翻轉教室的核心理念。教育研究月刊,261,5-17。
  60. 黃政傑(2014)。翻轉教室的理念、問題與展望。臺灣教育評論月刊,3(12),161-186。
  61. 黃國禎(2016)。翻轉教室:理論、策略與實務。臺北市:高等教育。
  62. 楊上萱(2011)。碩士論文(碩士論文)。臺北市,國立臺灣師範大學公民教育與活動領導研究所。
  63. 劉若蘭(2009)。大學教育品質與學生學習發展之因果模式研究。教育政策論壇,12(3),99-124。
  64. 簡瑋成、張鈿富(2011)。臺灣地區大學生學習態度與核心就業力之相關性探究。教育研究月刊,11,77-84。
  65. 嚴秋蓮(2012)。大學生參與服務學習課程與公民素養研究。「品德教育研討會」論文集,臺北市:
Times Cited
  1. 劉若蘭、李育齊(2018)。國中生參與服務學習課程方案歷程經驗、服務投入態度與學習成果之研究。課程與教學,21(2),141-168。
  2. 林銘雄(2020)。服務學習如何培養企業最愛大學生職能之初探。學生事務與輔導,59(1),1-6。
  3. 紀俊龍,呂易晉(2018)。創新服務學習方案之應用與實踐:以大一國語文能力表達為例。通識教育實踐與研究,24,1-50。