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

dc.contributor 張玉山 zh_TW
dc.contributor Chang, Yu-Shan en_US
dc.contributor.author 劉士豪 zh_TW
dc.contributor.author Liu, Shih-Hao en_US
dc.date.accessioned 2020-10-19T06:47:36Z
dc.date.available 2021-08-27
dc.date.available 2020-10-19T06:47:36Z
dc.date.issued 2019
dc.description.abstract 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。 zh_TW
dc.description.abstract 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. en_US
dc.description.sponsorship 科技應用與人力資源發展學系 zh_TW
dc.identifier G0004712108
dc.identifier.uri http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0004712108%22.&%22.id.&
dc.identifier.uri http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110833
dc.language 中文
dc.subject 微學習 zh_TW
dc.subject 學習型態 zh_TW
dc.subject 認知負荷 zh_TW
dc.subject 學習自我效能 zh_TW
dc.subject MicroLearning en_US
dc.subject Learning Style en_US
dc.subject cognitive loads en_US
dc.subject learning self-efficacy en_US
dc.title 業務人員學習型態對微學習影響因素之研究 zh_TW
dc.title The Influential Factors of Sales Representative’s Learning Styles on Microlearning en_US
Files
Collections