從自我導向學習觀點探討三明治課程之學習歷程.docVIP

從自我導向學習觀點探討三明治課程之學習歷程 Learning Process for Sandwich Course: A Self-Directed Learning Perspective 鍾瑞國　彰化師範大學人力資源管理研究所　教授 張婉玲　彰化師範大學工業教育與技術學系人力資源管理組　博士生 朝陽科技大學保險金融管理系 專任講師 摘要 自我導向學習可提昇學習成效，並成為現代正式及非正式教育的新趨勢。而三明治課程讓學生有一部份的時間在校外職場中學習實務經驗，此課程對學習者較缺乏約束，因此學習者更須具有自我學習導向的能力，方易獲得學習成效。由於過去缺乏以自我導向學習觀點，來探究三明治課程中學生學習歷程的研究，因此本研究便採用質性的個案研究方法，以半結構問卷分別對在三家不同企業學習的三位學生做二階段的深度晤談與觀察記錄，同時收集個案參與學習之相關資料及自我導向學習之文獻資料進行內容比較分析，以瞭解科技大學學生在參與三明治課程時，其自我導向學習的歷程（包括參與動機、資源獲得、計劃訂定、評估調整）及影響學習的觸媒因子。研究結果顯示學生參與三明治課程時，其初始動機為外在誘因，但促使其繼續投入的動機則為內在誘因；在獲取學習資源上，主動多於被動；企業若提供系統化的訓練課程，將有效引導學生自訂學習計劃；學生主要採用「對照法」來評估自我導向學習成效並適度調整學習目標；而影響學生自我導向學習的觸媒因子主要為個人動機、自我效能、指導者及訓練課程因素等。此研究結果將能對學生在參與自我導向學習課程時有所助益，同時也可以做為後續研究及學校在推動三明治課程時的參考。 Self-directed learning (SDL) facilitates students learning effects and it has become the new trend of formal and informal education. Sandwich course, a course of SDL, changes learning environment from school to working place, which can help students to gain career experience; however, it lacks the restriction for students learning. Therefore, in sandwich course, students must learn SDL ability by themselves, and thus they can strength learning effect and prepare for future employment. Thus, this research employs a general qualitative design incorporating two steps of in-depth and semi-structured interview, on-the-spot observation, and relative learning records and literature, for data collection. To this end, in our work three students that possess the characteristics of SDL were purposefully selected from three insurance companies involved in our sandwich course. Data analysis guided by the constant comparative method will reveal the SDL process including participating motivation, accessing resources, learning planning, evaluation and adjustment, and the catalysts induced by the process. The findings of the research indicate the followings. 1. The initial participating motivation is an external incentive for the course, but the internal incentive is the actual reason to support the late