及時傳授對進階航運知識學習成效之影響

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。本研究藉由及時傳授的活動設計，輔助學理講授之內涵，並透過其他學習活動的安排，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，以期增加修課同學的學習成效。經由期初的基礎知識測驗發現已修完定期航運基礎課程的同學，並不一定對這個產業的運作有完整充分的理解；透過及時傳授活動的引導，回覆問卷的同學中有頗高的比例認為預習、思考、提問、解惑的過程，的確增深對產業運作的瞭解。實務專家的演講分享增廣了他們對實務作業細節的認識，也增加就業或深入研究的意願。不過，從同學的課堂表現來看，也有為數不少的同學無法持續投入既定的學習步驟，最後放棄及時傳授的機會，影響了自我學習成效，也是後續課程設計時應該考慮的因素。 Liner shipping is a synthesis course that combines technology, management, and humanity. The aim of students learning this course is to understand professional knowledge and further realize the practical operations of this industry, and then students can have competitive capabilities to work in this industry. This study employed the Just-in-time teaching (JiTT) activities to assist the teaching processes. Students can be encouraged by self-made course materials, analysis of liner’s sailing schedules, and design of shipping timetable to improve their learning performance. Through the results of a pretest for the basic knowledge of container shipping, not all students were entirely familiar with the details of industrial operations. Higher ratios of respondents recognized that the JiTT activities could guide them to deeply realize the industrial operations through the processes of previewing, thinking, questioning, and answering. The address of the industrial expert explained many operative details and then increased their willingness to work or make research for this industry. However, several students revealed reluctance to follow the activities and gave up participating in the JiTT activities, which also affected their learning performance. This phenomenon could be a vital implication in designing future classes.