探討學生的體驗學習學習成效:導入離岸風電專題於港埠課程

Abstract

本計畫為運用Kolb學習經驗理論探討學生修習港埠經營管理課程的學習成效，四個學習階段含具體經驗、反思觀察、抽象概念、驗證，運用離岸風電做為課程案例以幫助學生發展有效的學習技能來解決產業問題。研究發現在導入體驗學習活動(如至臺北港、臺中港、臺灣風能訓練中心進行離岸風電課程體驗)並透過問卷調查、測驗(含Kahoot、Zuvio)等進行學習表現的差異比較，發現實施體驗學習確實能有效改善學生的學習動機與學習成效。經訪談學生發現透過體驗學習可強化瞭解離岸風電從業人員作業環境、裝備、訓練工作等專業知識。再者，創新的課程設計(如與實務專家互動過程)改善學習認知與減少理論與實務工作的知識落差。

Based on Kolb’s experiential learning theory, this project aimed to explore students’ learning performance through learning experience application in the Port Operation and Management course. The offshore wind power was used as a case to help students develop effective learning skills to solve industry problems through introducing four learning stages applications (including concrete experience, reflective observation, abstract conceptualization, and active Experiment). Quantitative results found that experiential learning activities (e.g. participating in experiential learning in Taipei Port, Taichung Port, and Taiwan International Windpower Training Corporation Ltd.) could effectively improve students’ learning motivation and learning performance through questionnaires surveys, and learning testing (including Kahoot and Zuvio). Qualitative interviews with students found that experiential learning could enhance understanding of operators’ operation environment, facilities/equipment, and training works knowledge in the offshore wind power field. Innovating course design (e.g. interaction with practitioners) could improve learning cognition and reduce the knowledge gap between learning theories and practice content.