傳統的講述教學法已經有許多文獻探討其缺點，國內外許多學校相繼推廣創新教學方法。然而創新教學的學習模式究竟能帶來多少的學習成效，不論在研究對象上、研究方法上、以及研究設計上，都需要更多的驗證，才能顯現創新教學的價值。因此本研究以教學場域實地實施的方式進行了協同學習模式與體驗式學習模式的學習成效評估，並在實施前後分別施以自導向學習評量以及測驗，以做為評估成效的衡量。本研究的實證結果顯示: 有實施創新教學模式的班級相對於未實施創新教學的班級學生會有較高的自導向學習的傾向，而自導向學習的傾向將會進一步影響學生的學習成效。在基礎課程經濟學的部分，實施協同學習模式之後，能夠引發學生有較高的興趣與積極學習態度，而此態度正是影響學習成效的重要原因之一；在專業選修課程的部分，體驗式學習能顯著提升學習興趣與積極程度，且女性的成績的進步相對顯著於男性學生，在創新教學模式施測之後也有相對積極的自導向學習傾向。

Many literatures discussed the problems of traditional lecture, therefore more and more educational institutions are promoting kinds of innovative teaching models. However, how great about the learning outcomes can be brought by teaching innovations, it still needs more investigations on different courses to evaluate. In this paper, the effectiveness of the collaborative learning model and experiential learning model is evaluated from the real teaching field implementations in a business college, and self-directed learning assessments are applied before and after the implementation. The empirical results in this paper show that classes which had implemented innovative teaching models tend to have higher self-directed learning tendencies than those who had not implemented innovative teaching, and the tendency to self-directed learning had also found to further affect students’ learning outcomes. In the business college freshmen’s Economics course, after the implementation of the collaborative learning model, students displayed higher interest and active learning attitudes, which are critical factors to affect the effectiveness of learning. In addition, for a professional elective course in business college, experiential learning can also significantly increase learning interest and activeness, especially for female students’ performance.

第一章 緒論	1
第一節	研究動機	3
第二節	研究規劃與假設驗證	6
第三節	研究的重要性	7
第四節	研究限制	7
第五節	章節架構	7
第二章 文獻回顧	9
第一節 協同學習模式的相關研究	9
第二節 體驗式學習模式的相關文獻	12
第三節 自導向學習的相關文獻	14
第三章 研究方法	17
第一節 教學設計	18
壹、協同學習模式的教學設計	19
貳、體驗式學習模式的教學設計	21
第二節 評量方式	23
壹、自導向學習傾向的評量	23
貳、學習成績的評量	28
叁、迴歸分析規劃	28
第四章 實證結果	30
第一節	協同學習模式的估計結果	30
第二節	體驗式學習的估計結果	40
第五章 結論與建議	53
第一節 結論	53
第二節 建議與討論	54
參考文獻	58
一、中文部分	58
二、英文部分	58
附錄一: 自導向學習傾向評量表	63

圖 1: 台灣高等教育學校數量	2
圖 2: 本研究章節流程	8
圖 3: 形成自導向學習與學習成效的三個要素與過程架構	16
圖 4: 啟發學生自導向學習之學習模式架構	17
圖 5: 線上教材參考畫面	19
圖 6: 協同學習模式教學實施架構	20
圖 7: 體驗式學習與問題導向學習模式實驗架構	22
圖 8: 本研究自導向學習的四個向度	25
圖 9: 「協同學習」模式的上課情況	31
圖 10: 「體驗式學習」模式的上課情況1	41
圖 11: 「體驗式學習」模式的上課情況2	41
圖 12: 「體驗式學習」模式的上課情況3	43
圖 13: 「體驗式學習」模式的上課情況4	44

表 1: 因素分析摘要	24
表 2: 樣本的敘述統計量	34
表 3: 自導向學習傾向與學習成效的性別差異	35
表 4: 自導向學習傾向與學習成效的系別差異	36
表 5: 自導向學習傾向與學習成效的籍別差異	37
表 6: DD 模型的估計結果―與平均值的比較	38
表 7: 學習成效的預測結果	39
表 8: 樣本的敘述統計量	47
表 9: 自導向學習傾向與學習成效的性別差異	49
表 10: DD 模型的估計結果	52

參考文獻

一、中文部分
周祝瑛（2008）。台灣教育怎麼辦？台北：心理。
鄧運林（1995）。成人教學與自我導向學習。台北市：五南圖書。
鄧運林（2000）。開放學習與自導向學習。隔空教育論叢, 12, 25-46。
教育部統計處（2017）。教育統計查詢網。取自https://stats.moe.gov.tw/default.aspx 。



二、英文部分
Bartlett, M. S. （1951）. The Effect of Standardization on a χ2 Approximation in Factor Analysis. Biometrika, 38（3/4）, 337-344.
Becker, G. S. （1964）. Human Capital, New York: Columbia University Press.
Breunig, M. （2017）. Experientially Learning and Teaching in a Student-directed Classroom. Journal of Experiential Education, 40（3）, 213-30.
Brockett, R. G., & Hiemstra, R. （1985）. Bridging the theory-practice gap in self-directed learning. In S. Brookfield （Ed.）, Self-directed learning: From theory to practice （New Directions for Continuing Education, Number 25, pp. 31-40）. San Francisco: Jossey-Bass.
Brockett, R. G. & Hiemstra, R. （1991）. Self-direction in Adult Learning: Perspectives on Theory, Research, and Practice. New York: Routledge, Chapman and Hall, Inc.
Buck, G. A., & Akerson, V. L. （Eds.）. （2016）. Enhancing Professional Knowledge of Pre-service Science Teacher Education by Self-study Research: Turning A Critical Eye on Our Practice. Cham, Switzerland: Springer.
Chapman, J., Schetzsle, S., & Wahlers, R. （2016）. An Innovative, Experiential-learning Project for Sales Management and Professional Selling Students. Marketing Education Review, 26（1）, 45-50.
Chetty, R., Friedman, J. N., and Rockoff, J. E. （2014a）. Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates. American Economic Review, 104（9）, 2593-2632. 
Chetty, R., Friedman, J. N., and Rockoff, J. E. （2014b）. Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood. American Economic Review, 104（9）, 2633-2679. 
Cronbach, L. J. （1951）. Coefficient Alpha and the Internal Structure of Tests. Psychometrika, 16, 297-334
Crow, J. F. （1991）. Why is Mendelian Segregation So Exact?  Bio Essays, 13, 305-312.
Dewey, J. （1938）. Experience and Education. NY: Collier Books.
Dickinson, L. （1987）. Self-Instruction in Language Learning. Cambridge: Cambridge University Press. 
Garrison, D. R. （1997）. Self-directed Learning: Toward A Comprehensive Model. Adult Education Quarterly, 48（1）, 18-33. 
Gugliemino, L. M. （1977）. Development of Self-directed Learning Readiness Scale, Doctoral dissertation, University of Georgia, UMI: MI.
Gorsuch, R. L. （1983）. Factor analysis. Hillsdale, NJ: Lawrence Erlbaum.
Hammond, M. & Collins, R. （1991）. Self-directed Learning. Critical Practice. London：Nichols/GP Publishing.
Henderson, E. S. （1984）. Introduction: Theoretical Perspectives on Adult Education. In Henderson, E. S. & Nathenson, M. B. （Eds.） Independent Learning in Higher Education （pp. 3-56）. Englewood Cliffs, N.J.: Educational Technology Publications.
Holman, D., Pavlica, K., & Thorpe, R. （1997）. Rethinking Kolb’s Theory of Experiential Learning: the Contribution of Social Constructivism and Activity Theory. Management Learning, 28, 135-148.
Holmqvist, M. （2004）. Experiential Learning Processes of Exploitation and Exploration Within and Between Organizations: An Empirical Study of Product Development. Organization Science, 15（1）, 70-81.
Jarvis, P. （1987）. Adult Learning in the Social Context. London: Croom Helm.
Johnson, D. W., & Johnson, R. T. （1994）. Learning Together and Alone: Cooperative, Competitive and Individualistic Learning. Boston: Allyn and Bacon.
Kan, K. & Lin, Y.-L. （2011）. The Effects of Employment Protection on Labor Turnover: Empirical Evidence from Taiwan. Economic Inquiry, 49（2）, 398-433.
Knowles, M. S. （1975）. Self-Directed Learning: A Guide for Learners and Teachers. New York: Association Press.
Kolb, D.A. （1984）. Experiential Learning: Experience as the Source of Learning and Development. NJ: Prentice Hall.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. （2001）. Experiential Learning Theory: Previous Research and New Directions. In R. J. Sternberg, & L. F. Zhang （Eds.）, Perspectives on Thinking, Learning, and Cognitive Styles （pp. 193-210）, Routledge.
Lock, A. & Strong, T. （2010）. Social Constructionism: Sources and Stirrings in Theory and Practice. Cambridge University Press.
Long, H. B. （1989）. Truth Unguessed and Yet to Be Discovered: A Professional's Self-Directed Learning. In H.B. Long & Associates, Self-directed Learning: Emerging Theory and Practice （pp.125-135）. Norman, OK: Oklahoma Research Center for Continuing, Professional, and Higher Education of the University of Oklahoma. 
Maslow, A. H. （1954）. Motivation and Personality, New York: Harper & Brothers Pub.
Mincer, J. （1974）. Schooling, Experience, and Earnings, New York: Columbia University Press.
Moore, M. G. （1973）. Speculations on a Definition of Independent Study. Proceedings of Continuing Education a Conference on Independent Learning, W. K. Kellog Report 7. Vancouver: Center for Continuing Education, University of British Columbia. 
Panitz, T. （1999）. The Motivational Benefits of Cooperative Learning. New Directions for Teaching and Learning, 78, 59-67.
Penland, P. R. （1977）. Self-Planned Learning in America: Final Report. Pittsburgh Univ., Pa. Graduate School of Library and. Information Sciences. Bureau of School Systems （DHFW/OE）. Washington, D.C..
Peris-Ortiz, M., Gómez, J. A., Vélez-Torres, F., & Rueda-Armengot, C. （2016）. Education Tools for Entrepreneurship. Switzerland: Springer International Publishing.
Piaget, J. （1951） Play, Dreams and Imitation in Childhood. London: Routledge.
Reynolds, M. （1999）. Critical Reflection and Management Education: Rehabilitating Less Hierarchical Approaches. Journal of Management Education, 23, 537-53.
Rogers, C. R. （1969）. Freedom to Learn. Columbus, OH: Merrill.
Rogers, E. M. （2003）. Diffusion of innovations （5th ed.）. New York, NY: Free Press.
Salas, E., Wildman, J. L., & Piccolo, R. （2009）. Using Simulation Based Training to Enhance Management Education. Academy of Management Learning and Education, 8, 559-573.
Soper, J. C. & Walstad, W. B. （2014）. On Measuring Economic Attitude. Journal of Economic Education, 14（4）, 4-17.
Slavin, R. E. （1995）. Cooperative Learning: Theory, Research, and Practice. Englewood Cliffs, NJ: Prentice-Hall.
Tough, A. M. （1966）.The Assistance Obtained by Adult Self-Teachers. Adult Education U.S., 17（1）, 31-37
Tough, A. M. （1971）. The Adult’s Learning Projects: A Fresh Approach to Theory and Practice in Adult Education. Toronto: Ontario Institute for Studies in Education.