自我導引學習應用於定期貨櫃航商船期規劃教學實作之研究

Abstract

貨櫃定期航運是結合科技、管理、人文等面向的綜合性學門。學生學習的目標，乃希望瞭解產業知識和專業運作的內涵，以增強自己未來進入職場的競爭能力。船期表是航商的營運生產計劃表，能洞悉船期表的內涵，即能瞭解該公司的船隊佈署和應用，其重要性不言而喻。本研究藉由自我導引學習的活動設計，輔助學理講授之內涵，透過鼓勵修課同學自我學習的活動，如自製課堂講義、航商船期表解析與討論、自行設計船期表之實作、專題講座和相關活動的參訪，以期增加修課同學的學習成效。利用期末知覺性學習成效之回饋，發現同學認同學理講授與回饋活動設計，也對自我導引活動設計有極高的評價。在透過階層式迴歸分析進行檢定後發現，學習興趣、追求專業和修足學分之動機，正向影響進階課程的學習成效。學航運專業知識的奠基程度，正向影響進階課程的學習成效。學理講授與回饋活動設計、自我導引活動輔助教學，均對學習貨櫃定期航運的船期設計有實質的助益。

Liner shipping is a synthesis course that combines technology, management, and humanity. The aim of students learning this course is keen to understand professional knowledge and further realize the operation of this industry. That can help students to own competitive capabilities to work in this industry. This study employs self-directed learning activities to involve the teaching processes. Students can be encouraged by self-making materials, analysis for liner schedules, schedule self-design, professional seminars, and relative visiting activity to improve their learning performance. Through a feedback evaluation of learning at the end of the semester, students highly recognized the scholarship teaching and feedback activity design. The analysis results of hierarchical regression models revealed that motivations of learning interests, professional intention, and credit requirements significantly and positively influence the learning for this advanced course. The levels of liner shipping knowledge also positively influenced students’ learning performance. Activity designs for this course, including all mentioned above, significantly assist students in learning the schedule design of container shipping lines.