協同教學及實作工作坊併行授課之跨領域課程學習成效

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

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。

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.