| Abstract: | 面對二十一世紀，知識經濟時代的學習需求，以及在數位化時代的學習型態轉變，教師若能將生活中常用的資訊科技當作媒介，適時引導學生學習並滿足學生學習的需求，為此讓學生能在求學過程有所得，而學校教師又願意嘗試各種教學方法如翻轉教學等，期望能將學生目光鎖定在課堂中，並協助學生學習篩選資料、釐清事實進而累積成為知識，同時建立正確的學習態度，此時學生所能獲得的學習成效，必定不同。因此，本研究的主要目的乃在驗證國內的大專院校實施資訊科技融入管理領域教學與翻轉教學對學習成效的影響，以學習滿意度為雙重中介變項 (Dual Mediator)。研究對象以國內的大專商管學院之老師與學生為主要的訪問對象，採用立意抽樣法 (Purposive Sampling) 進行抽樣，並採用因素分析、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關(Pearson Product-Moment Correlation)與結構方程式(SEM)進行實證研究；運用線性結構方程模式 (Structural Equation Modeling, SEM) 來驗證本研究整體模式 (Overall Model)及其結構模式 (Structural Model) 與衡量模式 (Measurement Model) 的配適度之擬合效果，接著採用Sobel Test以及 Mackinnon PRODCLIN2等方法，檢定結構模式路徑效果。
研究結果顯示國內的大專院校商管學院：(1)實施資訊科技融入管理領域教學對學習滿意度有正向顯著的影響；(2)學生的學習滿意度對學習成效有正向顯著的影響；(3) 實施資訊科技融入管理領域教學對學習成效有正向顯著的影響；(4) 實施翻轉教學對學習滿意度有正向顯著的影響；(5)實施翻轉教學對學習成效有正向的影響，但不顯著，由上述結果顯示「學習滿意度」具有「部分雙重」中介效果，這也隱含著學習滿意度對於促進學習成效扮演著重要的橋樑，但促進學習成效並不是完全只靠追求學習滿意度而已，也應該從其它管道去進行，方能將學習成效的效果發揮到極限。本研究結果可提供給國內的大專院校商管學院老師們作為教學創新方式的參考並且能提供給教育決策者擬定當前教學方針策略的參考。
When facing the challenges of the demand for learning in the era of the knowledge economy of the 21st century, and the changes of learning patterns in the digital age, students can realize different learning outcomes: if teachers can incorporate information technology, commonly used in daily life, as a medium to guide students in learning in a timely manner, while meeting students'' learning requirements that facilitate students'' attainment in the learning process; and if teachers are willing to attempt various new teaching methods, such as flipped classroom, thus catching students'' attention in the classroom, assist them with information screening and facts clarification, thereby turning information into accrued knowledge, and help them build appropriate learning attitudes.
Therefore, this study aims to verify the effects on learning effectiveness when the business schools of universities or colleges in Taiwan incorporate information technology into managerial area teaching, or adopt flipped teaching, while using learning satisfaction as the dual mediators. Research subjects and the primary interviewees are the teachers and students of the business schools. The sampling method adopted in this study is the Purposive Sampling method; while Factor analysis, Independent Sample t-Test, ANOVA, Pearson Product-Moment Correlation and SEM methods are adopted for performing empirical research. In this study, the Structural Equation Modeling (SEM) is used to verify the Overall model and the fitting effect of its Structural Model and Measurement Model. Subsequently, Sobel Test and Mackinnon PRODCLIN2 methods are also used to verify the mediating, direct, indirect and total effects of the structure model’ paths.
The findings show that in the Business Schools: (1) incorporating information technology into managerial area teaching has a significant positive effect on learning satisfaction; (2) learning satisfaction has a significant positive effect on learning effectiveness; (3) incorporating information technology into managerial area teaching has a significant positive effect on learning effectiveness; (4) adopting flipped teaching has a significant positive effect on learning satisfaction; and (5) adopting flipped teaching has a positive effect, but not significant on learning effectiveness. The abovementioned findings show that "learning satisfaction" has a "dual" mediating effect, which also implies that learning satisfaction plays an important role in promoting learning outcomes. However, improving learning effectiveness should not rely solely on the pursuit of learning satisfaction. Other methods should also be explored in order to maximize the effectiveness of learning outcomes. The research findings of this study can be offered to the teachers of the business schools of the universities or colleges in Taiwan as a reference for methods of teaching innovation, and can be offered to the educational decision-makers as a reference in formulating the strategies for current teaching policies. |
