大學生在學期間之跨領域學習歷程：以北部某大學生為例

Interdisciplinary Learning Process of University Students: A Case Study of Students from an University in Northern Taiwan

本研究旨在探討大學生參與跨領域學習之模式及其生涯選擇的情況，分析學生初次投入跨領域學習時間點、投入跨領域學分比率、對其專業領域學習表現的影響及畢業後的生涯抉擇趨勢。研究資料以105-107年度畢業流向調查問卷共2,860筆，搭配其在學時修習課程、學分數與成績等進行分析。研究結果有四：（1）少數學生在大一入學時即開始投入跨領域學習，多數學生於大二、三上學期開始投入跨領域學習；（2）不同跨領域程度的學習者，在求學期間所選擇本科專業深入或投入跨領域學分比率有所不同；（3）高度投入跨領域學習者不會影響其所屬專業領域成績表現，甚至在所屬專業領域表現優於無投入跨領域或輕度投入跨領域學習者；（4）高度投入跨領域學習者有較高的就業傾向，其他組學生較多採取升學取向，顯示出大學生在求學階段，有著不同的學習焦點及跨領域學習的動態變化。據此，本研究從實徵證據中，提出對教學環境、學習社群及未來研究建議，以供教學人員及研究者參考。

This study aims to explore the patterns of interdisciplinary learning among university students and their career choices, analyzing the initial timing of engagement in interdisciplinary learning, the proportion of interdisciplinary credits taken, its impact on their performance in their major, and post-graduation career trends. The data for this analysis consisted of 2,860 responses from the Graduate Trajectory Survey for the years 105-107, coupled with detailed records of courses taken, credits, and grades during their studies. The findings are fourfold: (1) A minority of students begin interdisciplinary learning upon entering their first year, while the majority engage during their sophomore and junior years; (2) Students with different levels of interdisciplinary involvement vary in their commitment to their major or interdisciplinary credits during their studies; (3) Students heavily engaged in interdisciplinary learning do not see their performance in their major negatively affected and often outperform those with no or light interdisciplinary involvement; (4) Students heavily involved in interdisciplinary learning show a higher inclination towards employment, while others are more likely to pursue further studies, reflecting different focus and dynamic changes in interdisciplinary learning during their university years. Based on empirical evidence, this research offers recommendations for teaching environments, learning communities, and future studies, serving as a reference for educators and researchers.