融入UbD設計架構於社群媒體行銷課程以提升學生學習成效之研究

A Research of Integrating the Understanding by Design into Social Media Marketing for Improving Student Learning Outcome

邱玉葉(Yu-Yeh Chiu)

社群媒體行銷 ； 重理解的課程設計 ； 學習成效 ； social media marketing ； understanding by design (UbD) ； learning outcome

華醫學報

57期（2022 / 12 / 01）

45 - 68

英文

重視學習者中心與學習成效是當前高等教育的趨勢，由Grant Wiggins和Jay McTighe所提出之重理解的課程設計（Understanding by Design，UbD）架構，可協助教師釐清教學目標，設計評量方式和教學活動，有助於提升學生的理解，使學生習得的知識、技能具備可遷移能力。本研究目的在探討UbD課程設計模式融入社群媒體行銷課程，對學生產生之具體學習成效。課程設計搭配實作任務及案例分析，採用多元評量方式。本研究以量化問卷方式收集資料，亦輔以教師上課觀察與學生學習文件等質性研究方式。研究結果顯示，UbD課程設計模式融入社群媒體行銷課程有顯著提升學生的學習動機與態度、專業知識與實踐、問題解決能力、合作技巧與同儕互動。最後根據研究成果，提出教學反思和以UbD融入社群媒體行銷課程的具體建議。

Learner-centered instruction and students' learning outcome are the current focuses of higher education. The Understanding by Design (UbD) framework, created by Grant Wiggins and Jay McTighe, to help teachers clarify teaching goals, devise assessments of student understanding, and develop learning activities. The UbD has been shown to improve students' deep understanding and ability to transfer their knowledge and skills. The purpose of this research is to apply UbD framework in the social media marketing curriculum to explore its effects on students' learning outcome. Curriculum design is combined with performance tasks, case analysis, and multiple assessments. This study uses a quantity surveying questionnaire to gather data from the participants and supplement qualitative data of teachers' teaching observation and students' document. The study results show that using UbD framework in the social media marketing curriculum significantly improve students' learning motivation and attitude, professional knowledge and practice, problem-solving ability, cooperation skills and peer interaction. Bases on the study results, we provide reflections on teaching and recommendations of instructional design for applying UbD framework in the social media marketing curriculum.