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研究生: 劉士豪
Liu, Shih-Hao
論文名稱: 業務人員學習型態對微學習影響因素之研究
The Influential Factors of Sales Representative’s Learning Styles on Microlearning
指導教授: 張玉山
Chang, Yu-Shan
學位類別: 碩士
Master
系所名稱: 科技應用與人力資源發展學系
Department of Technology Application and Human Resource Development
論文出版年: 2019
畢業學年度: 107
語文別: 中文
論文頁數: 75
中文關鍵詞: 微學習學習型態認知負荷學習自我效能
英文關鍵詞: MicroLearning, Learning Style, cognitive loads, learning self-efficacy
DOI URL: http://doi.org/10.6345/NTNU201900976
論文種類: 學術論文
相關次數: 點閱:131下載:5
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  • 本研究主要探究在微學習的學習過程中,不同的學習型態、認知負荷,在業務人員的學習自我效能上是否會有顯著的差異。此外,以半結構式訪談進一步了解業務人員微學習的實際使用情況與感受。
    本研究採用問卷法、訪談法,以個案S公司業務人員為對象。研究工具為2單元的微學習課程教材、認知負荷問卷、學習自我效能問卷、VARK的學習型態問卷、半結構式訪談大綱。問卷共發放1123份,回收有效問卷946份,並以SPSS軟體進行描述性統計分析、相關分析、獨立樣本t檢定及二因子變異數分析。
    研究結論:(1) 學習型態的差異對學習自我效能無顯著影響;(2) 降低業務人員認知負荷,可提高學習自我效能;(3) 業務人員的實際使用行為傾向於在工作之餘,利用零碎片段的時間進行微學習課程的觀看。每週約1-2次,每次10分鐘,若有特殊工作上需求會增加閱讀頻率,一般而言,普遍認為微學習對工作表現有幫助,能夠快速了解商品知識與銷售話術。

    The research mainly delves into the different learning styles and cognitive loads in the learning process of Microlearning, and understands whether there is a significant difference on the sales representative's learning self-efficacy. Furthermore,semi-structured interview helps further understand the practical usage condition and reflection of sales representatives in operating Microlearning.
    The research uses the survey technique and interview method, and takes the sales representative of S company as research target. The research tools are Microlearning teaching materials with two courses,cognitive load questionnaires,learning self-efficacy questionnaires、Vark's learning style's questionnaires and main points of semi-structured interview. The total 1123 pieces of questionnaires are issued, and the 946 pieces of valid questionnaires are collected, supplemented by SPSS Statistics implementing Descriptive Statistics,Correlation Analysis,Independent-Sample T test and Two-way ANOVA.
    Research conclusions:(1)The differentiation of learning styles has non-significant impacts on learning self-efficacy. (2) Lowering the sales representative's cognitive load can improve learning self-efficacy.(3)The sales representative actually tends to utilize Microlearning system in the spare time at work, and watches the Microlearning programs during the fragmentally piecemeal time. They watch the programs ten minutes every time, one or two times per week, and if they especially need something at work, they will elevate watching frequency. Generally speaking, the sales representative considers that Microlearning benefits work performance, and rapidly comprehends all knowledge about products and sales pitch.

    中文摘要 i Abstract iii 目 錄 v 表 次 vii 圖 次 ix 第一章 緒 論 1 第一節 研究背景與動機 1 第二節 研究目的 3 第三節 研究範圍與限制 3 第四節 名詞解釋 4 第二章 文獻探討 7 第一節 微學習 7 第二節 學習型態 13 第三節 學習自我效能 17 第四節 認知負荷 19 第三章 研究設計與實施 23 第一節 研究架構 23 第二節 研究對象 24 第三節 研究方法 25 第四節 研究流程 27 第五節 研究工具 28 第六節 資料處理與分析 36 第四章 資料分析與討論 39 第一節 業務人員學習型態分析 39 第二節 不同學習型態業務人員學習自我效能分析 43 第三節 認知負荷與學習自我效能的相關性 46 第四節 業務人員微學習的使用行為分析 48 第五節 綜合討論 54 第五章 結論與建議 57 第一節 結論 57 第二節 未來研究建議 58 第三節 研究限制 59 參考文獻 61 一、中文部份 61 二、外文部份 63 附 錄 63 附錄一 微學習課程設計架構 69 附錄二 學習自我效能與認知負荷調查問卷 70 附錄三 VARK學習型態調查問卷 72 附錄四 VARK學習型態調查問卷授權書 75

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