大學教師推動大一自主學習的溝通挑戰與調適策略：以資訊管理教育為例

Communication Challenges and Adaptive Strategies in Promoting Self-Directed Learning among First-Year Students: Evidence from Information Management Education

在高等教育中，自主學習已成為培養學生應對快速變遷知識與技能需求的核心能力，尤其在資訊管理等技術導向領域更具重要性。然而，大學教師在推動大一新生自主學習時，常面臨溝通上的挑戰，包括學生對自主學習的認知不足、學習動機低落，以及師生間在學習目標與價值觀上的差異。同時，數位學習平台與互動工具雖能增進即時交流，卻因設計複雜或操作門檻過高而增加了雙方的認知負荷，進－步削弱自主學習成效。
本研究採用質性研究取向，運用紮根理論結合教育心理學與溝通心理學的理論基礎，透過深度訪談、焦點小組與課堂觀察，系統分析教師與學生在推動自主學習歷程中的溝通挑戰。研究結果指出，主要困境包括：（1）價值觀落差：學生將自主學習誤解為教師責任減少；（2）動機不足：學生缺乏內在驅動與明確目標；（3）訊息解讀偏差與數位工具壓力：師生缺乏共通語境，導致學習任務誤讀或抗拒數位平台。針對此，本研究提出三項改善策咯：透過共情式溝通建立信任，採用分階段目標設計強化學習信心，以及簡化數位工具使用流程以減輕認知負荷。本研究不僅補充了溝通心理學在高等教育中推廣自主學習的實證基礎，也為資訊管理課程的教學設計與師生互動提供了具體建議。

In higher education, self-directed learning (SDL) has become a core competency for preparing students to cope with rapidly changing knowledge and skill demands, particularly in technology-driven fields such as information management. However, university instructors often face considerable communication challenges when fostering SDL among first-year students. These challenges include students’insufficient understanding of SDL, lack of learning motivation, and misalignment of expectations between teachers and students. In addition, while digital platforms and interactive tools can enhance real-time engagement, their complexity and operational demands may impose extra cognitive load on both students and instructors, thereby undermining the effectiveness of SDL.
This study adopted a qualitative research design grounded in the principles of grounded theory, integrating perspectives from educational psychology and communication psychology. Data were collected through in-depth interviews, focus group discussions, and classroom observations to systematically examine communication difficulties in the promotion of SDL. The findings reveal three primary challenges: (1) value discrepancies, where students misinterpret SDL as a reduction of teacher responsibility; (2) motivational deficits, as students lack intrinsic drive and clear goals; and (3) misinterpretation of instructional messages coupled with digital tool overload, which leads to resistance or confusion. To address these issues, the study proposes three practical strategies: employing empathetic communication to build trust, implementing staged goal-setting to enhance students’confidence, and simplifying digital tool use to reduce cognitive load. This research contributes empirical evidence to the application of communication psychology in higher education and provides concrete pedagogical strategies for promoting SDL in information management education.