题名

協同教學及實作工作坊併行授課之跨領域課程學習成效

并列篇名

An Investigation in Cross-Disciplinary Learning Effectiveness Based upon Collaborative Teaching and Workshop

DOI

10.30105/JDS.202207_25(1).0004

作者

涂卉(Hui Tu)；黃錦華(Chin-Hua Huang)

关键词

品牌設計 ； 品牌行銷 ； 協同教學 ； KAP理論（知識、態度、行為理論） ； 做中學工作坊 ； Brand Design ； Brand Marking ； Collaborative Teaching ； Knowledge-Attitude-Practice (KAP) ； Learning-by-Doing Workshop

期刊名称

設計學研究

卷期/出版年月

25卷1期（2022 / 07 / 01）

页次

77 - 103

内容语文

繁體中文
中文摘要

本研究以跨領域協同教學和做中學工作坊，進行化妝品品牌行銷與品牌設計的跨域單元課程，共計四班學生，每班學生皆進行為期兩次兩小時的授課方式，探討學生在化妝品品牌行銷與品牌設計知識、態度、行為之學習成效。本研究分前後測設計，採方便取樣選取臺灣中部科技大學參與此課程之學生為研究對象。研究結果顯示經此教學模式後能提高學生對品牌知識、品牌態度與品牌行為之認知；此外，亦發現學生之品牌知識與品牌態度對品牌行為皆有顯著的正向影響。建議未來如此類跨領域課程可基於協同教學和做中學工作坊併行，以效提昇學生於品牌知識、品牌態度與品牌行為之認知。再者，若能實質提昇學生品牌知識與態度，在執行品牌行銷設計實作時，即能有效提高品牌行為。
英文摘要

This research investigates the learning effects of cosmetics brand marketing and design courses based on the Knowledge-Attitude-Practice changes determined during the two times of two-hour lectures. The approaches of collaborative teaching and learning-by-doing are employed as a joint teaching method. An analysis of pre-test and post-test is conducted on a group of technology university students enrolled in the same courses. The research finding suggests this joint teaching method improves the students' perceptions in brand knowledge, attitude and practices. Furthermore, a significant positive correlation is found simultaneously. The conclusion suggests interdisciplinary courses, e.g. collaborative teaching and learning-by-doing, may effectively improve the students involved in terms of the perceptions in brand knowledge, attitude and practices, thus to promote the actual practices thereafter.
主题分类 人文學 > 藝術
参考文献
  1. 李威龍,黎意文(2009)。試用品之品牌知名度及試用量與品牌認知, 品牌態度及購買意願的關係-以資生堂 , 盛香堂潔面乳為例。行銷科學學報，5(1)，79-97。
    連結：
  2. 許玉雲,徐畢卿(2021)。護理跨領域研究-能力與實踐。護理雜誌，68(3)，90-96。
    連結：
  3. 陳立立(2020)。跨域創作的探索、反思與想像：談《後花園：科技與音樂跨域實驗劇場》製作。關渡音樂學刊，32，81-89。
    連結：
  4. 陳竹亭,唐功培(2013)。跨科際教育在臺灣大專校院實施之探究。長庚人文社會學報，6(2)，159-195。
    連結：
  5. 陳淑滿(2019)。人文與科學跨科際之教學設計與實踐：以 [中國語文能力] 課程為例。通識學刊：理念與實務，7(2)，87-121。
    連結：
  6. 蔡明達,劉宇傑(2013)。網路品牌社群認同與投入對消費者行為之影響。電子商務學報，15(2)，295-317。
    連結：
  7. 嚴貞,林淑媛(2010)。包裝設計效益對品牌權益影響之變項探討。設計學報，15(1)，71-91。
    連結：
  8. 蘇佩萱(2016)。整合聲音、影像、文獻紀錄之文創類型展示媒體研究。國際數位媒體設計學刊，8(2)，43-56。
    連結：
  9. Acadeck（2019）。設計思考圖鑑 Design Thinking。http://acadeck.com/。
  10. Ahmad, A.,Madi, Y.,Abuhashesh, M. M.,Nusairat, N.,Masa’deh, R. E.(2020).The knowledge, attitude, and practice of the adoption of green fashion innovation.Journal of Open Innovation: Technology, Market, & Complexity,6(4),1-20.
  11. Anderson, J. C.,Gerbing, D. W.(1988).Structural equation modeling in practice: A review and recommended two-step approach.Psychological Bulletin,103(3),411-423.
  12. Atwater, T.(1993).Reassessing and reestablishing our academic province: Two metaphors running toward a new century.The Journalism Educator,48(3),73-76.
  13. Austin, A. E.,Baldwin, R. G.(1991).ASHE ERIC Higher Education ReportASHE ERIC Higher Education Report,Washington, DC:The George Washington University School of Education and Human Development..
  14. Badiali, B.,Titus, N.(2010).Co-teaching: Enhancing student learning through mentor intern partnerships.School-University Partnerships,4(2),74-79.
  15. Bagozzi, R. P.,Yi, Y.(1988).On the evaluation of structural equation models.Journal of the Academy of Marketing Science,16(1),74-94.
  16. Baumgarth, C.,Schmidt, M.(2010).How strong is the business-to-business brand in the workforce? An empirically-tested model of ‘internal brand equity’ in a business-to-business wetting.Industrial Marketing Management,39(8),1250-1260.
  17. Beers, J.(2008).Negotiating the transition between different teaching contexts through shared responsibility and shared reflection.Cultural Studies of Science Education,4(2),443-447.
  18. Besharati, B.,Luo, L.,Azarm, S.,Kannan, P. K.(2006).Multi-objective single product robust optimization: An integrated design and marketing approach.Journal of Mechanical Design,128(4),884-892.
  19. Bonwell, C. C.,Eison, J. A.(1991).Active learning: Creating excitement in the classroom.Washington, DC:George Washington University.
  20. Boon, M.,Van Baalen, S.(2019).Epistemology for interdisciplinary research - Shifting philosophical paradigms of science.European Journal for Philosophy of Science,9(1),1-8.
  21. Boyer, E. L.(1987).College: The undergraduate experience in America.New York:Harper and Row.
  22. Churchill, G. A., Jr.(1995).Marketing research: Methodological foundations.New York:The Dryden Press.
  23. Collins, B. C.,Hemmeter, M. L.,Schuster, J. W.,Stevens, K. B.(1996).Using team teaching to deliver coursework via distance learning technology.Teacher Education and Special Education,19(1),49-58.
  24. Davis, B.(1993).Tools for teaching.San Francisco:Jossey-Bass.
  25. Davis, J. R.(1995).Interdisciplinary courses and team teaching: New arrangements for learning.Greenwood.
  26. Day, B.(ed.),Monroe, M.(ed.)(2000).Environmental education and communication for a sustainable world. Handbook for international practitioners.Washington, DC:Academy for Educational Development.
  27. Dillon, D.(2001).Interdisciplinary research and education: Preliminary perspectives from the MIT Media Laboratory.Project Zero, Harvard Graduate School of Education.
  28. Dugan, K.,Letterman, M.(2008).Student appraisals of collaborative teaching.College Teaching,56(1),11-15.
  29. Fedorikhin, A.,Park, C. W.,Thomson, M.(2008).Beyond fit and attitude: The effect of emotional attachment on consumer responses to brand extensions.Journal of Consumer Psychology,18(4),281-291.
  30. Fishbein, M.,Ajzen, I.(1977).Belief, attitude, intention and behaviour: An introduction to theory and research.MA:Addison-Wesley.
  31. Fornell, C.,Larcker, D. F.(1981).Evaluating structural equation models with unobservable variables and measurement error.Journal of Marketing Research,18(1),39-50.
  32. Gabelnick, F.,MacGregor, J.,Matthews, R. S.,Smith, B.(1990).Learning community models.New Directions for Teaching and Learning,41,19-37.
  33. Garber, L. L.,Hyatt, E. M.,Starr, R. G.(2001).Placing Food Color Experimentation into A Valid Consumer Context.Journal of Food Products Marketing,7(3),3-24.
  34. Gardner, M. P.(1985).Does attitude toward the Ad affect brand attitude under a brand evaluation set?.Journal of Marketing Research,22(2),192-198.
  35. Griffin, A.,Hauser, J. R.(1992).Patterns of communication among marketing, engineering and manufacturing—A comparison between two new product teams.Management Science,38(3),360-373.
  36. Hankinson, P.,Lomax, W.,Hand, C.(2007).The time factor in re-branding organizations: Its effects on staff knowledge, attitudes and behavior in UK charities.Journal of Product & Brand Management,16(4),236-246.
  37. Hartmann, P.,Ibáñez, V. A.,Sainz, F. J. F.(2005).Green branding effects on Attitude: functional versus emotional positioning strategies.Marketing Intelligence & Planning,23(1),9-29.
  38. Huber, J.,McCann, J.(1982).The impact of inferential beliefs on product evaluations.Journal of Marketing Research,19(3),324-333.
  39. Hyun, E.(2011).Transdisciplinary higher education curriculum: a complicated cultural artifact.Research in Higher Education Journal,11(1),1-19.
  40. Jantsch, E.(1972).Towards interdisciplinarity and transdisciplinarity in education and innovation.Interdisciplinarity. Problems of Teaching and Research in Universities,Paris, French:
  41. Jesper, C.(2007).Visual influence on in-store buying decisions: An eye-track experiment on the visual influence of packaging design.Journal of Marketing Management,23(9-10),917-928.
  42. Keller, K, L.(2003).Strategic brand management, building, measuring and managing brand equity.New Jersey:Prentice Hall.
  43. Kimpakorn, N.,Tocquer, G.(2009).Employees’ commitment to brands in the service sector: luxury hotel chains in Thailand.Journal of brand management,532-544.
  44. Klein, J. T.(1990).Interdisciplinaity: History, theory, and practice.Detroit:Wayne State University Press.
  45. Klein, J. T.(2004).Prospects for transdisciplinarity.Futures,36,515-526.
  46. Leavy, R.(2011).Essentials of transdisciplinary research: Using problem-centered methodologies.Routledge.
  47. Little, A.,Hoel, A.(2011).Interdisciplinary team teaching: An effective method to transform student attitudes.Journal of Effective Teaching,11(1),36-44.
  48. Luo, L.,Kannan, P. K.,Besharati, B.,Azarm, S.(2005).Design of robust new products under variability: Marketing meets design.Journal of Product Innovation Management,22(2),177-192.
  49. McDaniel, E. A.,Colarulli, G. C.(1997).Collaborative teaching in the face of productivity concerns: The dispersed team model.Innovative Higher Education,22(1),19-36.
  50. McFadden, D.(1986).The choice theory approach to market research.Marketing science,5(4),275-297.
  51. Megan, G.,Mireille, H.,Krystal, T.,Amy, R.(2017).Continuum of co-teaching implementation: Moving from traditional student teaching to co-teaching.Teaching and Teacher Education,66,370-382.
  52. Mohammadzadeh, M.,Hashemi, S.,Salmannejad, F.,Ghari, T.(2017).Identification of key success factors in the marketing of cosmetics based on knowledge, attitude and practice (KAP) analysis using topsis technique (The case of Iran).Pharmaceutical Sciences,23(3),222-230.
  53. Morganti, D. J.,Buckalew, F. C.(1991).The benefits of team teaching.Research Strategies,9(4),195-197.
  54. Nunnally, J. C.(1978).Psychometric theory.New York:Mcgraw-Hill.
  55. Reinhiller, N.(1996).Co-teaching: New variations on a not so new practice.Teaching Education and Special Education,19(1),34-48.
  56. Rosenfield, P. L.(1992).The potential of transdisciplinary research for sustaining and extending linkages between the health and social sciences.Social Science and Medicine,35(11),1343-1357.
  57. Sidman, M.(2015).Errorless learning and programmed instruction: The myth of the learning curve.European Journal of Behavior Analysis,11,167-180.
  58. Smart, K. L.,Csapo, N.(2007).Learning by doing: Engaging students through learner-centered activities.Business Communication Quarterly,70(4),451-457.
  59. Southgate, P.(1995).Total branding by design: How to make your brand’s packaging more effective.Journal of Brand Management,2(4),263-264.
  60. Trump, J. L.,Miller, D. F.(1974).Secondary school curriculum improvement: Challenges, humanism.The American Biology Teacher,36(7),442-442.
  61. Ukens, L. L.(2004).New Encyclopedia of Group Activities.San Francisco:Pfeiffer.
  62. Underwood, R. L.,Klein, N. M.(2002).Packaging brand communication: Effects of product pictures on consumer responses to the package and brand.Journal of Marketing Theory and Practice,10(4),58-69.
  63. Woodward, T.(1990).The teacher trainer: A practical journal mainly for the modern language teacher trainers.The Teacher Trainer,4,13-15.
  64. World Health Organization(2007).A guide to developing knowledge, attitude, and practice surveys.Geneva, Switzerland:WHO Press.
  65. Yang, M. G.,Sijie, C.(2015).Knowledge, attitude and practices for design for safety: A study on civil, and structural engineers.Accident Analysis and Prevention,93,260-266.
  66. Yang, Y.,Asaad, Y.,Dwivedi, Y.(2017).Examining the impact of gamification on intention of engagement and brand attitude in the marketing context.Computers in Human Behavior,73,459-469.
  67. Yassin, M.,Mourad, T.A.,Safi, J.(2002).Knowledge, attitude, practice, and toxicity symptoms associated with pesticide use among farm workers in the Gaza Strip.Occupational and environmental medicine,59(6),387-393.
  68. Young, S.(2004).Breaking down the barriers to packaging innovation.Design Management Review,15(1),68-73.
  69. 本間典子,黃秋蓮,王俊豪,陳右人(2012)。台灣消費者飲茶行為對日本綠茶之知識、態度、行為之影響。農業推廣學報，29，45-70。
  70. 吳玉鈴(2014)。身動見 [体]，藝醫共學─藝術本位的跨科際問題解決導向課程與教學實踐。關渡通識學刊，10，23-42。
  71. 李偉俊(2021)。基於習慣領域和美塔學的跨領域創新傳播行動研究。習慣領域期刊，12(1)，13-28。
  72. 高碧玉,劉毓芬(2017)。現代公民五大核心素養檢測—以南區技專校院學生為例。南臺學報社會科學類，2(2)，77-91。
  73. 高廣孚(1976).杜威教育思想.台北:水牛.
  74. 張世忠(2004).師資培育與教學革新.臺北:五南圖書.
  75. 教育部。教育部，技術及職業教育政策綱領，8。
  76. 楊宏仁,何妙桂(2008)。國小學童科技態度與科學態度相關性研究。工業科技教育學刊，2，71-78。
  77. 盧秀琴(2012)。教育大學師培教授及小學教師如何協同教學~以自然科教材專題研究為例。邁向實務的師資培育革新論文集
print cancel