混成式學習對員工教育訓練課程學習成效之影響

Abstract

[[abstract]]本研究旨在探討混成式學習模式，此種結合虛擬學習環境和實體環境交互進行的學習，是否符合員工之學習需求，以及其對員工教育訓練的學習成效之影響。因此，本研究的研究目的為：一、 瞭解員工背景因素與混成式學習成效間的關係二、 瞭解員工背景因素對於影響混成式學習模式之看法三、 探討混成式學習環境對員工學習成效之影響本研究採用問卷調查，研究對象為傳統製造業公司的員工，均受過混成式學習模式的教育訓練課程。問卷共計發出330份，回收273份，回收率為82.7%。回收後進行基本資料過濾，刪除有遺漏值及答案有明顯規律者，無效問卷共有56份，因此有效問卷217份，占有效回收率的79.48%。資料分析採用描述性統計、t考驗、單因子變異數分析以及多元迴歸。根據調查資料之統計分析結果，本研究結論發現如下。個人背景因素在性別、年齡、教育程度、職務、工作年資、使用電腦年資、使用電腦進行工作上的學習時間、上過的混成課程數量、自我電腦能力看法、使用電腦從事休閒活動時間、使用電腦主要從事的活動與利用電腦進行工作上學習的看法此12項背景變項上，對學習成效並無影響，但是對混成式學習模式的看法則有所不同。此外，混成式學習中的學習內容、學習環境與學習互動對學員的自我學習成效產生影響，其中學習內容與學習互動會對學習滿意度產生影響，學習環境對學習滿意度則不會有所影響。本研究根據研究結果提出相關之建議，日後企業教育訓練進行混成式學習時，應協助員工建立電腦使用信心，並增進教學平台與學員間之互動，利用彈性自主的學習特性鼓勵員工學習以及善用混成式學習之優點，以增強技能學習。

[[abstract]]The main purpose of this study was to probe the effectiveness of blended learning in educational training settings. The blended learning combines online and face-to-face learning settings to help learners learn. This study tried to understand the relationship between employees’ background and learning effectiveness with the implementation of blended learning. Further, this study tried to analyze how the condition of blended learning might affect learning effectiveness. This study used survey method and 217 employees of traditional manufacturing industry company were chosen as subjects. The results found that personal background, such as gender, age, education and computer experience, did not affect learning effectiveness. However, some of background factors influenced subject’ perceptions about the conditions of blended learning. Further, the learning content, learning environment and learning interaction, all blended learning conditions, affected the learning effectiveness.Finally, this research addresses the following suggestions. When the company implements the blended learning in the future, they should help employees build their computer confidence and provide more interaction opportunities for employees either on the online platform or in the face-to-face setting. In addition, the company may provide incentives for employees to participate in the blended learning. Last, it is suggested to use blended learning to facilitate technical ability acquisition.