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以建構主義設計專題導向學習課程之實證研究－以行銷學程為例

EMPIRICAL RESEARCH OF PROJECT BASED LEARNING CURRICULUM DESIGN USING CONSTRUCTIVISM
- TAKING A MARKETING PROGRAM AS AN EXAMPLE

樊祖燁

致理科技大學商務科技管理系教授

潘博宇

國立政治大學企業管理學系博士生

Tsu-Yeh Fan

Professor, Department of Commerce Technology and Management,
Chihlee University of Technology

Bo-Yu Pan

Ph. D. Student, Department of Business Administration,
National Chengchi University


摘要

本研究以某科技大學管理類科系之行銷學程為研究個案，希望透過建構主義的理論進行專題導向學習之課程設計，以問題導向學習與以賽代訓之情境學習方法提高學生之生氣勃勃與自我效能激勵因子，進而促進其就業力之提升。研究結果顯示，專題導向學習之課程設計在目前以學習者為主體的教學理念中，除了有助於學生經由一次又一次地完成專題而獲取知識外，亦有助於學生藉此獲得正向學習經驗的累積，從中獲得更多自信。上述課程設計方式有助於學生畢業後於面臨工作困難時，能有足夠的自信與正向經驗，從中解決問題並促進其就業力之提升。

關鍵字：建構主義、就業力、專題導向學習、情境學習、生氣勃勃、自我效能

ABSTRACT

This study takes the marketing program of a management department of a university of technology as a research case. Hoping through the constructivism to design a project based learning curriculum. The curriculum will enhance the students' thriving spirt and self-efficacy by using the situated learning method of problem based learning and replacing the training with real competition. Then they can improve their employability. The research results show that the project based learning curriculum design in the current learner-centered teaching concept, not only helps students acquire knowledge by completing a series of projects, but also helps students gain positive learning experience and gain more confidence from it. The aforementioned program design helps students to have sufficient confidence and positive experience when faced with job difficulties after graduation, so as to solve problems and improve their employability.

Keywords: Constructivism, Employability, Project-Based Learning, Situated Learning, Thriving, Self-Efficacy

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推廣教育品質之研究－以大學推廣教育為例

THE STUDY ON THE QUALITY OF EXTENSION EDUCATION EXAMPLE BY UNIVERSITY

伍玥

國立中央大學企業管理學系博士生

吳肇展

逢甲大學合作經濟暨社會事業經營學系副教授

蕭惠文

逢甲大學合作經濟暨社會事業經營學系碩士

張東生

國立中央大學企業管理學系教授

Yue Wu

Ph. D. Student, Department of Business Administration,
National Central University

Chao-Chan Wu

Associate Professor, Department of Cooperative Economics and 
Social Entrepreneurship, Feng Chia University​

Hui-Wen Hsiao

Master, Department of Cooperative Economics and Social Entrepreneurship, 
Feng Chia University
 
Dong-Shang Chang

Professor, Department of Business Administration,
National Central University


摘要

終身教育為目前教育政策主流方向，而大學辦理之推廣教育是提供一般民眾持續進修、自我學習的各種課程，滿足民眾活到老、學到老的需求。本研究主旨在瞭解推廣教育單位學員對產品品質及服務品質上之感受，探討是否會影響學員對服務單位整體滿意度及學員忠誠度。研究分析結果顯示，推廣教育單位提供之服務品質對學員滿意度及忠誠度具有正向顯著的影響、學員滿意度對學員忠誠度具有正向顯著的影響。研究建議推廣單位可依照學員回饋，提供給學員優良學習環境及更加多元化的課程，以達到提升學員滿意度忠誠度之效果。

關鍵詞：推廣教育、產品品質、服務品質、學員滿意度、學員忠誠度

ABSTRACT

Lifelong education is the mainstream direction of the current education policy. The extension education provided by the university is to provide a variety of courses for the public to continue to study and self-learning which can satisfy people's needs about working and learning. The main purpose of this study is to identify the feelings of the students in the promotion unit on product quality and service quality and to explore whether it will affect the overall satisfaction of the service units and the loyalty of the students. The results show that the service quality provided by extension education units has a positive and significant impact on student satisfaction and loyalty, and student satisfaction has a positive and significant impact on student loyalty. The research suggests that according to the feedback of students, the Extension Education department can provide more diversified courses and provide a favorable learning environment to improve the satisfaction and loyalty of students.

Keywords: Extension Education, Product Quality, Service Quality, Student Satisfaction, Student Loyalty

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探討影響民眾在醫院使用行動支付意圖之實證研究－以新型冠狀病毒疫情為例

AN EMPIRICAL STUDY ON THE INTENTION TO USE MOBILE PAYMENT IN HOSPITALS - TAKING THE PANDEMIC OF COVID-19 FOR EXAMPLE

黃維民

國立中正大學醫療資訊管理所副教授

吳竑毅

醫療財團法人徐元智先生醫藥基金會亞東紀念醫院專員

林勤瞱

國立中正大學醫療資訊管理碩士班研究生

Wei-Min Huang

Associate Professor, Graduate Institute of Healthcare Information Management,
National Chung Cheng University

Hong-Yi Wu

Specialist, Far Eastern Memorial Hospital, Taiwan

Chin-Yeh Lin

Graduate Student, Graduate Institute of Healthcare Information Management,
National Chung Cheng University


摘要

行動支付做為目前的新趨勢，然而於醫療產業的使用卻少之又少。加上COVID-19疫情的爆發下，於醫療院所使用行動支付應該會是更為安全的選擇，因此本研究將探討哪些因素會影響到民眾於醫院使用行動支付來繳納醫療費用之意圖。

本研究以UTAUT2作為主要架構，並加入新構面信任、疫情影響，作為本研究架構。本研究採用網路問卷形式，最後回收實際有效問卷為311份。

結果顯示績效預期、努力預期、習慣以及疫情影響對行為意圖有正向顯著影響；而促成條件以及習慣對使用行為有正向顯著影響。

關鍵字：UTAUT2、行動支付、信任、大流行、COVID-19

ABSTRACT

Mobile payment is a new trend, but its use in the healthcare industry is very rare. In addition, due to the COVID-19 outbreak, the use of mobile payment in hospitals should be a safer option, so this study will explore what factors affect people's intention to use mobile payment in hospitals to pay medical bills.

In this study, UTAUT2 is the main conceptual framework, and new variables of trust and pandemic impact were added as the research framework. In this study, an online questionnaire was used, and 311 valid questionnaires were finally collected.

The results showed that performance expectations, effort expectations, habits and the impact of the pandemic had a positive and significant impact on behavioral intentions. Contributing conditions and habits had a positive and significant impact on use behavior.

Keywords: UTAUT2, Mobile Payment, Trust, Pandemic, COVID-19

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差異化教學對大學統計學課程學生學習態度與學習成效之影響

A STUDY ON THE LEARNING ATTITUDE AND LEARNING EFFECT OF COLLEGE STUDENTS
BASED ON DIFFERENTIATED INSTRUCTION FOR STATISTICS COURSE

邱靜娥

國立雲林科技大學工業工程與管理系教授

Jing-Er Chiu

Professor, Department of Industrial Engineering and Management,
National Yunlin University of Science and Technology


摘要

傳統大班教學，無法考量學生個別差異。老師所準備的課程內容大多只能顧及到中間程度的學生，對於兩側學生的學習需求難以兼顧。為了因應學生的異質性，實現以「學生學習為中心」的教學理念，本研究在教學內容（content）採差異化教學策略，包含翻轉教學影片、建構「基礎概念」與「進階」兩種不同層級的教材（AB練習卷）、以及實施課堂個別練習與夥伴討論，藉此可以讓不同能力的學生提升學習態度與學習成效。研究結果顯示差異化教學對於學習態度有正向影響。在學習成效方面，已實施與未實施差異化教學的兩個班級的比較結果發現，已實施的班級平均成績較高，但未達統計顯著差異。本研究亦探討大班差異化教學教師可能遇到的困難與解決之道。研究結果可作為大學課堂未來差異化教學實踐之參考。

關鍵字：差異化教學、學習態度、學習成效

ABSTRACT

Traditional large class teaching does not consider the individual differences of students. Most teaching materials instructed by teachers are for middle level students, not for right-tailed or left-tailed students. Therefore, this research adopts differentiated instructional strategies in the teaching content, including flipping teaching videos, constructing two different levels of "basic concepts" and "advanced" materials (AB exercise papers), and implementing classroom exercises and discussions with partners. Students with different abilities can improve their learning attitude and learning effectiveness. The results show that differentiated instruction has a positive effect on learning attitudes. In terms of learning effect, the results showed that the average grade of the class with differentiated instruction was higher, but the difference was not statistically significant. This study also explores the difficulties and solutions that teachers may encounter in differentiated instruction. The research results can be used as a reference for future differentiated teaching practices in university classrooms.

Keywords: Differentiated Instruction, Learning Attitudes, Learning Effects

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