運用案例式學習策略於管理學課程以提升學習動機與參與度之研究

The study of using case-based learning strategy in management curriculum to enhance learning motivation and participation

謝宜芳(Hsieh, Yi-Fang)

案例式學習 ； 學習動機 ； 學習參與 ； 管理學 ； Case-based learning ； Learning motivation ； Learning participation ； Management curriculum

台北海洋科技大學學報

13卷2期（2022 / 09 / 01）

45 - 68

英文

本研究導入案例式學習策略以取代原有的課堂講述、影片播放及課堂測驗的方式。為檢視此法導入管理學課程中是否能提昇學生的學習動機與學習參與度，本研究以四技部餐飲管理系修習管理學課程的學生為研究對象。本課程運用5次業界教師導入真實案例後再輔以學習互動反饋媒體融入教學，最後針對管理學課程27位學生以瞭解其對課程之學習動機與參與度。由研究結論中可知，整體學習動機構面中，僅內在目標導向及學習信念控制構面呈顯著差異；修課學生背景中，僅入學管道不同對於學習動機有所差異；整體學習參與構面中皆無顯著差異；業界實務案例內容過於深奧不易理解等四方面。經由研究結論所提出之建議包括：強化學習需求與實務案例相契合之課程內容；深化學習參與行為相關主題的探究；課程教材朝向故事性個案再搭配圖表等視覺化方式呈現。

In this study, the teaching strategy of case-based learning introduced to replace the original teaching methods of lecture, video and classroom tests. To examine whether this method can improve students' learning motivation and participation in management courses. In this study, students taking management courses in the Department of Food and Beverage Management of the Fourth Ministry of Technology taken as the research objects. In this course, the case questions were introduced by industry teachers for 5 times and the feedback interactive system Zuvio was used. Finally, this study aimed at 27 students in a management course to understand their motivation and participation in the course. It can be seen from the research conclusion that the overall learning motivation plane, the internal goal orientation and learning belief control are significantly different. Only the different entrance channels have different learning motivation. In terms of overall learning participation dimensions, there was no significant difference in all dimensions, and there was no difference in learning participation among students with different backgrounds. Based on the results of the study, the suggestions include providing positive learning enhancers to motivate learning; The course materials focus on visual presentation such as story recollection and diagrams, review of the course content, and provide exercises to reinforce learning.

1. 高淑珍(2012)。以知識分享為中介變數探討學習動機、學習互動以及學習平台對協同學習滿意度的影響。商管科技季刊，13(1)，75-98。
   連結：
2. 陳舜德,李燕秋,李正吉(2014)。建構於移動環境下之互動式數位教學平臺。國家圖書館館刊，103(1)，19-34。
   連結：
3. 楊致慧,吳明隆,周冰冰(2014)。科技大學學生英文學習投入量表之編制。美和學報，33(1)，1-16。
   連結：
4. Aamodt, A,Plaza, E.(1994).Case-based reasoning: Foundational issues, methodological variations, and system approaches.Artificial Intelligence Communications,7(1),39-59.
5. Albanese, M. A.,Mitchell, S.(1993).Problem-based learning: A review of literature on its outcomes and implementations issues.Academic Medicine,68(1),52-81.
6. Anderson, J. R.(1983).The architecture of cognition.Cambridge:Harvard University press.
7. Appleton, J. J.,Christenson, S. L.,Furlong, M. J.(2008).Student engagement with school: Critical conceptual and methodological issues of the construct.Psychology in the Schools,45(5),369-386.
8. Bergin, S.,Reilly, R.,Traynor, D.(2005).Examining the role of self-regulated learning on introductory programming performance.Proceedings of the first international workshop on computing education research
9. Connell, J. P.,Wellborn, J. G.(1991).Competence, autonomy, and relatedness: A motivational analysis of self-system processes.The Minnesota symposia on child psychology, Vol. 23. Self-processes and development
10. Cook, T. D.,Campbell, D. T.,Day, A.(1979).Quasi-experimentation: Design & analysis issues for field settings.Boston:Houghton Mifflin.
11. Delisle, R.(1997).How to use problem-based learning in the classroom.Alexandria, VA:ASCD.
12. Duffy, T. M.(Ed.),Lowyck, J.(Ed.),Jonassen, D.(Ed.)(1993).Designing environment for constructive learning.Berlin:Springer-Verlag.
13. Evenson, D. H.(Ed.),Hmelo, C. E.(Ed.)(2000).Problem-based learning: A research perspective on learning interactions.Mahwah, NJ:Lawrence Erlbaum.
14. Feiz, P.,Hooman, H. A.(2013).Assessing the Motivated Strategies for Learning Questionnaire (MSLQ) in Iranian students: Construct validity and reliability.Procedia-Social and Behavioral Sciences,84,1820-1825.
15. Fredricks, J. A.,Blumenfeld, P. C.,Paris, A. H.(2004).School engagement: Potential of the concept, state of the evidence.Review of educational research,74(1),59-109.
16. Greenwood, C. R.,Horton, B. T.,Utley, C. A.(2002).Academic engagement: current perspectives in research and practice.School Psychology Review,31(3)
17. Kuh, G. D.(2009).What student affairs professionals need to know about student engagement.Journal of college student development,50(6),683-706.
18. Kuh, G. D.(2003).What we’re learning about student engagement from NSSE: Benchmarks for effective educational practices.Change: The Magazine of Higher Learning,35(2),24-32.
19. Lambros, A.(2002).Problem-based learning in K-8 classroom: A teacher’s guide to implementation.New York:Crowin Press.
20. Lee, O.,Anderson, C. W.(1993).Task engagement and conceptual change in middle school science classrooms.American educational research journal,30(3),585-610.
21. Liu, E. Z. F.,Lin, C. H.,Chang, C. S.(2010).Student satisfaction and self-efficacy in a cooperative robotics course.Social Behavior and Personality: an international journal,38(8),1135-1146.
22. Menegatti, E.,Moro, M.(2010).Educational robotics from high-school to master of science.Workshop Proceedings of Intl. Conf. on Simulation, Modeling and Programming for Autonomous Robots (SIMPAR 2010)
23. Newmann, F. M.(1992).Student engagement and achievement in American secondary schools.New York:Teachers College Press.
24. Pintrich, P. R.,Smith, D. A.,García, T.,McKeachie, W. J.(1991).,Ann Arbor, MI:University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
25. Pintrich, P. R.,Smith, D. A.,García, T.,McKeachie, W. J.(1993).Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ).Educational and psychological measurement,53(3),801-813.
26. Radovan, M.(2011).The Relation between Distance Students’ Motivation, Their Use of Learning Strategies, and Academic Success.Turkish Online Journal of Educational Technology-TOJET,10(1),216-222.
27. Savery, J. R.,Duffy, T.(1995).Problem-based learning: An instructional model and its constructivist framework.Educational Technology,35(Sept/Oct),31-38.
28. Schank, R. C.(1990).Case-based teaching: Four experiences in educational software design.Interactive Learning Environment,1,231-253.
29. Sungur, S.,Tekkaya, C.(2006).Effects of problem-based learning and traditional instruction on self-regulated learning.The journal of educational research,99(5),307-320.
30. Wang, B. T.(2016).Applying PBL and ZUVIO to enhance English learning motivation.International Journal of Cyber Society and Education,9(1),1-16.
31. Yilmaz, R.(2017).Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom.Computers in Human Behavior,70,251-260.
32. ZUVIO. (2019). The website of ZUVIO. Retrieved time: 2021.07.13, Website: https://www.zuvio.com.tw/
33. 方舟,奚群英,呂有偉(2010)。學習支援服務與學生參與度關係的調查研究—以浙江奧鵬遠端教育為例。開放教育研究，1，95-99。
34. 王金國(2009)。合作學習中之成員地位，參與機會問題及其解決之道。教育研究月刊，177，78-82。
35. 李爽,何字娟(2008)。基於學習參與度調查對遠程學習支持服務的反思。中國遠程教育，2010(03)，24-29。
36. 李詠吟(1995).學習輔導－學習心理學的應用.台北:心理.
37. 李咏吟,單文經(1997).教學原理.台北:遠流.
38. 沈中偉,黃國禎(2012).科技與學習：理論與實務.台北:心理.
39. 周怡君(2014)。台北市，淡江大學教育科技學系研究所。
40. 林文彥,蔡枚蓁,周珮柔(2021)。運用心智圖與圖形化開發並結合業師協同教學於數位多媒體整合課程之教學研究。台灣教育，727，65-75。
41. 林世農(2009)。彰化縣，國立彰化師範大學工業教育與技術學系。
42. 張春興(1996).教育心理學：三化取向的理論與實踐.台北:東華.
43. 張國恩(2002)。從學習科技的發展看資訊融入教學的內涵。北縣教育，41，16-25。
44. 陳麗月(2016)。台中市，靜宜大學教育研究所。
45. 蔡金鈴(2006)。彰化縣，國立彰化師範大學。
46. 鍾易宸(2015)。嘉義市，國立嘉義大學數位學習設計與管理學系研究所。
47. 簡婉容(2020)。台北市，國立臺灣師範大學工業教育學系。