樂齡學習中心經營者在方案規劃上的經驗學習

The Managers' Experiential Learning of Program Planning in Active Ageing Learning Centers

葉俊廷(Chun-Ting Yeh)

方案規劃 ； 高齡學習 ； 經驗學習 ； 樂齡學習中心 ； Active Ageing Learning Centers ； experiential learning ； older adult learning ； program planning

教育實踐與研究

29卷2期（2016 / 12 / 01）

105 - 136

繁體中文

高齡學習方案規劃是一項複雜的工作，要能夠成為一位獨當一面的規劃者，需經歷許多不同階段的學習及經驗的累積。本研究以樂齡學習中心為研究場域，研究目的是探討高齡學習方案規劃者的經驗學習歷程。本研究以立意抽樣選取七位具備跨領域專業能力且績效良好的樂齡學習中心方案規劃人員進行半結構式訪談，以持續比較法進行分析。研究結果顯示：(1)受訪者成為方案規劃者以前的經驗學習基礎，涵蓋家庭、生活、工作及學習的經驗；(2)受訪者成為方案規劃者之後的學習歷程，聚焦在領導團隊、研究所進修、專業領域發展，以及參與高齡相關組織的經驗學習；(3)受訪者的經驗學習對方案規劃的意義，包含反思方案規劃的合適性與成就感、專業背景及理論知識的應用，以及思考未來的學習規劃及經營策略。

Planning older adult learning programs is really a complex work. Program planners go through different learning stages and accumulate experiences to be able to undertake the task alone. This study aimed to explore the experiential learning process of older adult learning program planners who work in the Active Ageing Learning Centers (AALCs). Semi-structure interviews were conducted with seven program planners. The findings of this study were identified as follows. 1) Before being a program planner, the participants’ knowledge results from grasping and transforming experience gained from their family, their daily lives and past learning experiences; 2) after being a program planner, the participants’ experiential learning focused on leadership, training in the institute, professional development, as well as involvement in organizations for elderly people; and 3) the participants’ experiential learning outcomes in the older adult learning program planning include: their ability to reflect on the appropriateness and fulfillment of program planning, to apply theoretical knowledge and professional background in the field, and to make plans for future learning and business strategies.

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