大學學生學習取向與教學環境設計關聯性評估-以合作學習教學法為例

Assessing the Association between University Students’ Approaches to Learning and Teaching Environment Designs - A Case Study on the Cooperative Learning Method

本研究宗旨在探討不同教學環境設計對學生學習取向是否有關聯。本文採用準實驗法前後測設計，使用Biggs 於2001 所發展的R-SPQ-2F 量表，同時針對習修同一門課程的兩班九十位學生採取不同的教學環境設計（傳統學習與合作學習）進行八週的實驗研究。研究結果發現教學環境設計對學生的學習取向改變有顯著關連性，換言之，學習者的學習取向會隨學生本身對學習環境設計的知覺不同而有所改變。另外，參與合作學習組的學習者同時在深度取向有正向改變與表面取向有負向改變的人數明顯高於傳統個別學習組的學生。由合作學習教學方法對學習者的深度學習有正面影響，並且可以減少對表面學習的倚賴之關連性，本文建議未來研究者可進一步觀察學生的學習經驗特質、其他不同教學環境設計及學業評量方式對學生學習取向及學習成效的交互影響進行相關之研究。

The purpose of the study was to investigate whether students’ approaches to learning were influenced by the design of the teaching environment. In the current study， R-SPQ-2F questionnaire， which was designed by Biggs in 2001， was used，along with the quasi-experimental pre-test/post-test design. Two classes， with a total of 90 students， were assigned to conventional lecture-based group and cooperative learning group. The results showed that the design of teaching environment had a significant impact on the student’s approaches to learning. That is， students’ approaches to learning tend to vary， depending on their perceived differences of teaching environment. Moreover， compared to the conventional lecture-based learning environment， the cooperative learning environment resulted in more students who would reinforce the deep approaches to learning and diminish the surface approaches to learning. This study suggested that future researchers should focus on examining the effect of student characteristics， course designs， learning outcomes， and achievements on students’ approaches.